tag:blogger.com,1999:blog-82838890873425940432024-03-05T11:45:28.562-06:00Adventures in Guided MathAnonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.comBlogger55125tag:blogger.com,1999:blog-8283889087342594043.post-66083794767899139942015-05-31T21:45:00.000-05:002015-05-31T21:45:58.238-05:00We are LIVE!Our new site is live! Visit us at <a href="http://www.guided-math-adventures.com/">www.guided-math-adventures.com</a>, or same ole' URL! We have a new look, but it's the same blog--just simpler and easy to navigate!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5X7r4V-cj__gP-g95nb_xxWDcEepnr3z5YsPmuNM3Kegb-QxBzMvFzfEtNMhxsR2vj6Xn9_8zLvREgx2xoKmwMYRZ7Mj2VgQiC9KxQzXN831ih8TD9QYmDwsyBPXRWK4zouDdf2Y97Iw/s1600/NewSite.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5X7r4V-cj__gP-g95nb_xxWDcEepnr3z5YsPmuNM3Kegb-QxBzMvFzfEtNMhxsR2vj6Xn9_8zLvREgx2xoKmwMYRZ7Mj2VgQiC9KxQzXN831ih8TD9QYmDwsyBPXRWK4zouDdf2Y97Iw/s640/NewSite.png" width="640" /></a></div>
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If you follow us with Google Friends Connect or google+, you will want to follow us on Facebook to stay current with our posts. <br />
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AND...<br />
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We have just announced our summer book study! <b><br /></b></div>
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<a href="http://www.guided-math-adventures.com/" target="_blank"><b>Head over to check it out!</b></a><br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-9834359884501045532015-05-30T17:11:00.001-05:002015-05-31T15:48:26.164-05:00Coming Soon: A New Look!Coming Soon!<br />
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We will have a brand-new look for our blog coming very soon! We will be located at the same place---<a href="http://www.guided-math-adventures.com/">www.guided-math-adventures.com</a> but will be using WordPress instead of Blogger.<br />
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Below is a sneak peak of our simplified and easy to navigate site. Can't wait to get everything switched over! <br />
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If you are a follower with google+ or google FriendsConnect, you will
want to follow us on facebook to stay current with our posts!<br />
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Thanks to all of our adventurers!</div>
Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-59410215444161629902015-05-11T19:55:00.002-05:002015-05-12T11:22:35.938-05:00Math Playground:Math & Logic Games for Everyone!<div style="text-align: left;">
<a href="http://www.mathplayground.com/index.html" target="_blank"></a> Just a quick post today to share a site my kids have come to LOVE---<a href="http://www.mathplayground.com/index.html" target="_blank"><b>Math Playground</b></a>! If you have seen or used this site before, you already know how wonderful it is. If you haven't, you will want to run on over to the Math Playground!</div>
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<a href="http://www.mathplayground.com/index.html" target="_blank"><img alt="http://www.mathplayground.com/index.html" border="0" src="http://www.mathplayground.com/images/math_playground_logo_small.png" height="127" width="200" /></a> </div>
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Here are just a FEW of my kids' favorites...</div>
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<b>Number Bonds</b></div>
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<i><b>Number Bonds</b></i> is available in Make 10, 20, 30, and 40 versions! We all know how important it is for students to have automaticity with making 10, and being fast is the name of this game. I'm sure you will love playing this one as much as your kids--I do!</div>
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<b>Kitten Match</b><br />
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<i><b>Kitten Match</b></i> allows kids to customize their kitten and play against three other kittens. A sum flashes in the middle and the kids need to find two addends to equal the sum. Fun, and it pays to be fast!</div>
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<b>Cat Around Africa</b><br />
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<b><i>Cat Around Africa</i></b> is found in the Logic Games section of Math Playground. Addicting! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTAMfHeI9aWMufxoqz3QxnFQltNKtiOUM3mEyze6kaql7NzoMmzmHHjZlAW8Hb5x9G78WP7KvDtdSLt1HZiRWzr08sjOgq0Rl8kKdjTspqFJd1-_cGXSrhYBU1hTsNH1eNP4eRvGr0EwE/s1600/CatAroundAfrica.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="273" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTAMfHeI9aWMufxoqz3QxnFQltNKtiOUM3mEyze6kaql7NzoMmzmHHjZlAW8Hb5x9G78WP7KvDtdSLt1HZiRWzr08sjOgq0Rl8kKdjTspqFJd1-_cGXSrhYBU1hTsNH1eNP4eRvGr0EwE/s400/CatAroundAfrica.png" width="400" /></a></div>
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<b>Kangaroo Hop</b></div>
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<i><b>Kangaroo Hop</b></i> is a basic geometric shape/solid identification game. It's a race for the finish!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu8iAiIt9fdQBNihdLeWD29OLZVEKn3CT4_FVURozr7aY7f4qxeh1b_m6_L94aYWfU8SwILz4bXSp9M4VCqQlfFNLjVHmNmlwkCLtGOWXWex8g2vIwAwAAYg4UeO-AyHVrwYT_3Mvl8ho/s1600/Kangaroo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu8iAiIt9fdQBNihdLeWD29OLZVEKn3CT4_FVURozr7aY7f4qxeh1b_m6_L94aYWfU8SwILz4bXSp9M4VCqQlfFNLjVHmNmlwkCLtGOWXWex8g2vIwAwAAYg4UeO-AyHVrwYT_3Mvl8ho/s400/Kangaroo.png" width="400" /> </a></div>
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<a href="http://www.mathplayground.com/index.html" target="_blank"><b>Math Playground</b></a> has games for as high as 7th grade, spanning a variety of concepts. Your kids can pick and choose games to meet their needs. I talk to my kids about picking a "good-fit" game, just like a good-fit book, because some of my kids want to pick the same game each time, and it may or may not be a game that is appropriate for their needs. As with any game site, some games are better than others, but I am sure you will finds some great ones to introduce to your kids. </div>
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<b>ALSO</b>---Look for a post in the near future about our summer book study! You will get a chance to vote for your favorite, and we will choose the book that gets the most votes. Stop back soon!</div>
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All the best--</div>
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-21988439302523179432015-04-14T19:38:00.000-05:002015-04-14T19:43:09.262-05:00Makin' It Math Mid-Month Linky -- AprilWelcome to this month's <i><b>Makin' It Math</b></i> mid-month linky! If you are a blogger, feel free to join us by adding your link at the end of this post. <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><b>Check out the details here!</b></a><br />
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This month, I put together two sets of task cards for measurement and geometry. I also updated my money task cards to include QR Codes. AND since I usually include at least one freebie in my make-it posts, I will be giving away three sets! If your name is drawn, you pick the set you like best! Just enter the rafflecopter to win...<br />
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<a href="https://www.teacherspayteachers.com/Product/2nd-Grade-Measurement-Task-Cards-Measure-It-1796703" target="_blank"><i><b>Measure It!: Second Grade Measurement Task Cards </b></i></a></div>
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<a href="https://www.teacherspayteachers.com/Product/2nd-Grade-Measurement-Task-Cards-Measure-It-1796703" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/2nd-Grade-Measurement-Task-Cards-Measure-It-1796703" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyfOyNHUncN4b4wrtNwhAKTsag0hbmmpB0cgDT0Yc8XsGO17xdkVkhXnTViWdML-eOSRdE9FS_Y0ZN54QgTtf0UWapq7zBb7X1ogxaaciDIa6tOu8UB0oRObogWCIe083zhMJdA_MOZVs/s1600/MeasureItPreview.jpg" height="514" width="640" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/2nd-Grade-Geometry-Task-Cards-2-D-Shape-Task-Cards-Polygons-1807055" target="_blank"><i><b>Shape Up!: 2-D Shape Task Cards</b></i></a></div>
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<a href="https://www.teacherspayteachers.com/Product/2nd-Grade-Geometry-Task-Cards-2-D-Shape-Task-Cards-Polygons-1807055" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/2nd-Grade-Geometry-Task-Cards-2-D-Shape-Task-Cards-Polygons-1807055" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHpROD-nSj-Fx5Wi7VFPHrLSH9cYliE0S9LmBiTNy6oV4x6RdGdUgtqeZV9KR9yYAVoauJyF8CIdsVZQMhAk1BxPfPaifKyvSivaH1FhZZnI_Hji3dzxXdDKZ3H85X-L7XjWtLVUphn74/s1600/2DTaskCardPreview.png" height="428" width="640" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Money-Task-Cards-Show-Me-the-Money-Differentiated-Math-Center-Cards-522227" target="_blank"><i><b>Show Me the Money!: Differentiated Money Task Cards with QR Codes</b></i></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Money-Task-Cards-Show-Me-the-Money-Differentiated-Math-Center-Cards-522227" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Money-Task-Cards-Show-Me-the-Money-Differentiated-Math-Center-Cards-522227" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimobSywWzi4FdpCa6Bj6u4ONJ34RF7K3h2YQW5NfVXdOStv6hGxZe1gGmkqhNTQH-FJBYnLgFf9bdMJ0WC3FJBmSW_cpece9t5_XR79lgnXfdtwNI6Yo-c3KsAt9TGrr7FQ-iN7kC-Q44/s1600/ShowMetheMoneyPreview.png" height="434" width="640" /></a></div>
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<a class="rcptr" data-raflid="5e95e47237" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/5e95e47237/" id="rcwidget_wictvjd4" rel="nofollow">a Rafflecopter giveaway</a><br />
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We hope you will share your made-its by linking up below!<br />
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All the best--<br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com3tag:blogger.com,1999:blog-8283889087342594043.post-39466540042815608582015-04-06T08:44:00.000-05:002015-04-06T08:55:41.758-05:00Unifix Cubes: The Elevation of a Common Math Tool<span style="font-family: inherit;">When updating my hands-one algebra product over spring break, I was reminded of a great tip for organizing a common math tool many of us use. Several summers ago, Courtney and I attended and in-district 3-day workshop with Angela Andrews. Angela is an expert in early math and offered an abundance of useful information and strategies. </span><br />
<br />
<span style="font-family: inherit;">Just want to share a great tip Angela gave us for organizing a math tool many of us use with
students, Unifix cubes (or linking cubes). Angela suggested not only putting Unifix cubes in groups of ten
(which many of us already do), but she also suggested using two
different colors to show groups of five (see picture below). The reason
for this is quite simple, yet powerful. </span><br />
<br />
<span style="font-family: inherit;">As students progress in their understanding of number, the tools must progress with them. When Unifix cubes are separated and stored in a tub all mixed together, students who want to use them for modeling must count them one-by-one. For example, a second
grader may choose Unifix cubes to represent a "situation", but when
he/she has to count them individually he/she is reverting back to an
earlier stage of development. By organizing cubes
in groups of five (two different colors) to make up ten, that second grade student can easily see five and add on. In this way, when he/she wants to
show a value such as 12, using Unifix cubes/linking cubes, the use of this tool becomes much more appropriate and efficient. </span><br />
<br />
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf41tbfWZelZ4oGOyxKoxQNJnHss8eGXLy6R_ZmcGV_JiPY2kMHZkeDW5Gc0nS_XXUuZLjhmCCyOzkovw_3F7-ss3KYT9lo-rsJtw-9BRN3Du9E390zxxql6LqycyKG56nadOzAcqHz1A/s1600/OrganizingUnifixFiveTen.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf41tbfWZelZ4oGOyxKoxQNJnHss8eGXLy6R_ZmcGV_JiPY2kMHZkeDW5Gc0nS_XXUuZLjhmCCyOzkovw_3F7-ss3KYT9lo-rsJtw-9BRN3Du9E390zxxql6LqycyKG56nadOzAcqHz1A/s1600/OrganizingUnifixFiveTen.png" height="491" width="640" /></a></span></div>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Organize cubes
into groups of ten with two different colors (5 of one and 5 of
another). This will eliminate one-to-one counting of cubes that may not
be desired and requires students to use their understanding of 5 and
10.</span><br />
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<span style="font-family: inherit;"><a href="http://pinterest.com/pin/create/button/?url=http://hootsnhollers.blogspot.com/2012/07/math-tool-tip-missing-addend.html&media=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBgKd9I9jeVgk0nG6gQRrWKBiyorjtrUOO8_-el4WWSZsGuZ8MEfPzI5fpaNNimy62JWL4WkKS_GeOelaVjzyF2d_eY5ASF_9DToa50pdwjUm1P3sr0ow7Iqn7N_dyd3cgkpdCfoGmB_g/s320/IMG_0902.JPG&description=Math%20Tool%20Tip%20&%20Missing%20Addend%20Activity" style="display: block; outline: none;" target="_blank"><img class="pinimg" src="http://i66.photobucket.com/albums/h260/toonybug/CBOTB%20ALBUM%203/pin_zps4f7c42a5.png%7Eoriginal" style="-moz-box-shadow: none; -o-box-shadow: none; -webkit-box-shadow: none; background: transparent; border: 0; box-shadow: none; margin: 0; padding: 0;" title="Pin on Pinterest" /></a></span></div>
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<![endif]--><span style="font-family: inherit;">Here's a great
missing addend activity that was shared in the same workshop! Students
work in partners. All that is needed is a group of ten Unifix cubes
organized as shown above. One partner holds the ten Unifix cubes behind
his/her back. Then he/she makes a break and shows his/her partner
one group while keeping the other group behind his/her back. The other
partner must then tell how many cubes are hidden. He/she must
also "prove" it by counting up or back or by stating what he/she knows. </span><br />
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSVjrylsqoSR20ifV5YlNm8AfAJyDrThwrHOvq4cuHc5vKhBqrMcQioba0kugkGzApU6s2_GTNtQT3rOGNQpUnER1gIHUUWLezH2fEu2BcanEbEOGErB-Yz9nyUi8chYDB2J1SjzQ_EB0/s1600/missingaddend.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSVjrylsqoSR20ifV5YlNm8AfAJyDrThwrHOvq4cuHc5vKhBqrMcQioba0kugkGzApU6s2_GTNtQT3rOGNQpUnER1gIHUUWLezH2fEu2BcanEbEOGErB-Yz9nyUi8chYDB2J1SjzQ_EB0/s1600/missingaddend.png" height="490" width="640" /></a></span></div>
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<span style="font-family: inherit;">A student might
respond,<i> "I see six, and I know there are ten altogether. I need four more to make ten with six, so four are hiding."</i></span></div>
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<span style="font-family: inherit;">I hope you find these <span style="font-family: inherit;">suggestions</span> useful!</span><br />
<span style="font-family: inherit;"> </span> </div>
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<span style="font-family: inherit;">Here is the product that I was updating when reminded of this organizational<span style="font-family: inherit;"> <span style="font-family: inherit;">system</span></span> I use with my Unifix cubes. This early algebra hands-on math center requires modeling of known addends <span style="font-family: inherit;">to help figure out the missing addend<span style="font-family: inherit;">/s.</span></span> Unifix cubes, or ten frames, can be used as show below. </span><br />
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixVsUmJBjy9CrZB2AACHp8qp2g-fI9FWGjUBPMDzCqEDmnDMfLprX44t4chy4bRIq9f2MTC9xoOmixU0vexkU0cbEMjfHcaxy4M1wzoidUhbIy4BF3LdmJltRHQM5MumDWKTfZhZnEtbg/s1600/page10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixVsUmJBjy9CrZB2AACHp8qp2g-fI9FWGjUBPMDzCqEDmnDMfLprX44t4chy4bRIq9f2MTC9xoOmixU0vexkU0cbEMjfHcaxy4M1wzoidUhbIy4BF3LdmJltRHQM5MumDWKTfZhZnEtbg/s1600/page10.jpg" height="640" width="492" /></a></span></div>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Like what you see? <b>Enter to win one of two copies of <a href="https://www.teacherspayteachers.com/Product/Hands-On-Algebra-Math-Center-Missing-Addends-with-Tools-327452" target="_blank"><i>Out of this World Algebra</i></a> for your students! </b></span>
<span style="font-family: inherit;"><b><br /></b></span></div>
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<span style="font-family: inherit;">AND don't forget--If you haven't already checked out my book review of <i><b>Fluency Through Flexibility</b></i> and entered the giveaway of the materials shown below, click on the pic to do so!</span><br />
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<span style="font-family: inherit;"><a href="http://www.guided-math-adventures.com/2015/04/book-review-fluency-through-flexibility.html" target="_blank"><img alt="http://www.guided-math-adventures.com/2015/04/book-review-fluency-through-flexibility.html" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT_4zcXTroyaGNCMrQtytnMXbwuo794kZiSAWUV9yv-C3n7WUfdy7RL17bsdAMcCUH8nTg29M4DzpIW_e2wM-9PqyWrK4HvcHZXlO4HJxp2JCXtp-4ykpSDIwHpuM33fF9NnmE7YWE13A/s1600/FluencyThroughFlexibility.png" height="518" width="640" /></a></span></div>
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<span style="font-family: inherit;">Good luck, and all the best for a wonderful week--</span></div>
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com4tag:blogger.com,1999:blog-8283889087342594043.post-51155058442306432642015-04-01T10:52:00.001-05:002015-04-01T19:30:15.282-05:00Book Review: Fluency Through Flexibility: How to Build Number Sense (Numbers 0-20)Good day from sunny Illinois! What wonderful weather we are having here for our spring break!<br />
<br />
Today I come to you with a book review of an outstanding teacher resource written by one of my fellow math bloggers, Christina Tondevold, <a href="http://www.therecoveringtraditionalist.com/" target="_blank"><i><b>The Recovering Traditionalist</b></i></a>. Her new book is titled, <a href="http://www.mathematicallyminded.com/#!math-products/c1nso" target="_blank"><i><b>Fluency Through Flexibility: How to Build Number Sense (Numbers 0-20)</b></i></a>, and it is perfect for new teachers and seasoned teachers alike.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMnem1r9aQNMo3EUIGEisk3vmP6vjV4HU7BqOI2PKsRKHKNt8W_ZJz-ISVl0GscnspEvGkY0GXahPTThk2P_LaEsix57i5woDwIH8qbqNNrEAgL-o3R7Tvd-VbPfSQDYb0CMlAPiSyszI/s1600/FluencyThroughFlexibilityCover.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMnem1r9aQNMo3EUIGEisk3vmP6vjV4HU7BqOI2PKsRKHKNt8W_ZJz-ISVl0GscnspEvGkY0GXahPTThk2P_LaEsix57i5woDwIH8qbqNNrEAgL-o3R7Tvd-VbPfSQDYb0CMlAPiSyszI/s1600/FluencyThroughFlexibilityCover.png" height="320" width="251" /></a></div>
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Thank you to Christina for sending me a copy of her book and some wonderful materials to accompany the activities included. Most of all, thanks to Christina for making such a positive contribution to our profession.<br />
<br />
In reading the introduction, I especially appreciated the background Christina provides for what fluency means when it comes to students learning addition facts. Fluency involves:<br />
<br />
<ul>
<li><b>Efficiency</b> - a speedy way to get the answer</li>
<li><b>Accuracy</b> - getting the right answer</li>
<li><b>Flexibility</b> - having another way to approach a problem when it can't be figured out</li>
</ul>
<br />
Christina goes on to stress the importance of flexibility. If students are not yet able to recall a fact, they need to use what they do know to help make the problem easier. This is something my second graders are able to do, yet it needs to be instilled in children through much exploration. An example of flexibility would be a student who cannot yet recall the sum of 8 + 9 but can use his/her current knowledge of number to create relationships between numbers. He/she might choose to:<br />
<br />
<ul>
<li>use doubles, <i>"I know 8 + 8. That's 16. 9 is just one more than 8, so 8 + 9 is 17."</i></li>
<li>use tens, <i>"Well, one more than 9 is ten, so I can move one from 8 to make a ten. Then 10 + 7 is 17."</i></li>
<li>create landmark/benchmark or <i>"friendly" addends, "I can think 8 + 10, and that's 18. 18 - 1 = 17."</i></li>
</ul>
<br />
When a student has flexibility, he/she is able to think in this way. Without flexibility, Christina stresses, students will "revert back to counting on fingers."<br />
<br />
Number sense is SO much more than simply memorizing basic facts. This book will help you provide valuable experience for your students to explore numbers and discover relationships that lie within. Activities are organized into four areas, and these areas coincide with what students who have good number sense understand.<br />
<br />
They understand:<br />
<ul>
<li><b>Spacial relationships</b> - recognizing how many without counting (subitizing)</li>
<li><b>One and two more, one and two less</b> - knowing which numbers are one and two less or more than a given number</li>
<li><b>Benchmark of 5 and 10</b> - knowing how numbers relate to 5 and 10</li>
<li><b>Part-Part-Whole</b> - seeing numbers as being made up of two or more parts</li>
</ul>
<br />
Christina provides a detailed description of each of the above areas in her introduction, and goes on to give suggestions for using the activities included. <br />
<br />
Various tools are also used with the activities and some can be downloaded or purchased on Christina's website, <a href="http://www.mathematicallyminded.com/" target="_blank"><i><b>Mathematically Minded</b></i></a>. Tools include subitizing cards, number paths, and the MathRack (rekenrek). It would be well worth your time to <a href="http://www.mathematicallyminded.com/#!number-path/c5d2" target="_blank"><b>investigate Christina's rationale for using a number path vs. a number line</b></a> for kindergarten and first grade students. <br />
<br />
<b>What do I like about this book?</b><br />
<ul>
<li>Christina's introduction that provides sound rationale for using the activities included</li>
<li>the variety of activities for use with students at different stages of development</li>
<li>suggestion for what to "Look For" when observing students work within an activity</li>
<li>suggestions for "Reuse" depending on how students are developing</li>
<li>the adaptations/extensions that can be made to activities based on student need </li>
</ul>
<br />
<b>How will I use this book?</b> As a teacher who uses guided math, I
can pull various activities from this book to use in small guided groups
based on need, and the activities can also be done independently during
station work. I did not have Christina's book at the beginning of the
year, so it will be a wonderful added resource as I help my new second
graders develop fluency through flexibility. <br />
<br />
<b>What have I tried?</b> My second graders explored one of the part-part-whole activities, <i><b>Number Search (Numbers 11 to 20)</b></i>. I presented the activity one way with two game boards (one for each player) in plastic sleeves using dry erase markers. Students wrote a sum in the center of the game board and each took turns circling addends to add to the sum while saying the combination aloud, <i>"10 plus 3 equals 13." </i> The player with the most combinations circled was the winner. Natural questions arose. <i> "Can we overlap?"</i>,<i> "What about the other person who can see what you just circled?"</i>,<i> "If the sum is 19, you can't hardly circle anything.",</i> etc. Their questions and suggestions led to some variations in game play that they created. They tried using one game board with two colors of markers, and they definitely wanted to overlap. Sums that yielded fewer combinations became games where three addends could be circled. The kids loved it! <i><b>Number Search</b></i> is also an activity I will be sending with the kids for at-home practice along with their math tool bags. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY1RIy8tOopOj5Uw4I6zJr-qEAN-f2fPamt5_QbObSyrS-XB7aBZAzXzSk9AiBRu9S7zU2PqN7O0G3PRcwhkUC1eHxSu6CtcrJbMlJ4Tbm2OmBP1dYYPU9MO01e7Q47PlytLuzZcquKqY/s1600/NumberSearch.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY1RIy8tOopOj5Uw4I6zJr-qEAN-f2fPamt5_QbObSyrS-XB7aBZAzXzSk9AiBRu9S7zU2PqN7O0G3PRcwhkUC1eHxSu6CtcrJbMlJ4Tbm2OmBP1dYYPU9MO01e7Q47PlytLuzZcquKqY/s1600/NumberSearch.png" height="528" width="640" /></a></div>
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<b>Do you like what you've read?</b> Well, you can enter to win a copy of<i><b> Fluency Through Flexibility</b></i>, a MathRack, and Savvy Subitizing Cards--all donated by the author! <b>How do you earn the most entries into this giveaway?</b> Share your thoughts about Christina's new book in a comment--<i>What sparked your interest?, What do you like?, How could you use it?,</i> etc. Good luck!<br />
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Keep in touch with Christina<b>, </b>her publications/materials, and professional development opportunities on her blog and website:<br />
<b><br /></b>
<b><a href="http://www.therecoveringtraditionalist.com/" target="_blank">The Recovering Traditionalist</a></b><br />
<b><a href="http://www.mathematicallyminded.com/" target="_blank">Mathematically Minded</a></b><br />
<br />
Also--don't miss Christina's<b> free webinar</b> this coming Wednesday, April 8th. <a href="https://www.bigmarker.com/Mathematically_Minded/How-to-Build-Number-Sense3" target="_blank"><b>Click here to register!</b></a><br />
<br />
AND, in the spirit of giving, the Easter Bunny has arrived early with a FREEBIE for you! Feel free to download this fun jellybean math activity Courtney created to use with her kids this year--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_VWd3NkpuUEF2U0U/view?usp=sharing" target="_blank"><i><b>Jellybean Taste-Off: Jellybean Math Fun!</b></i></a> Simply click the pic to download!<br />
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Happy Easter to you and yours!<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com29tag:blogger.com,1999:blog-8283889087342594043.post-65542164979501090262015-03-14T21:13:00.000-05:002015-03-14T21:13:53.832-05:00Makin' it Math Mid-Month Linky -- MarchGood day! Thanks for stopping by for our <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b>Makin' it Math</b></i></a> mid-month linky!<br />
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Wanted to share a few things that have been going on in the classroom and a few made-it to go with them...<br />
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First, we just had open house this past week and I asked my kids to reflect on their learning thus far this year with a <b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_SXI1M2lmQ2RYUlU/view?usp=sharing" target="_blank"><i>"Glow & Grow"</i></a></b>. This is something that can be done any time during the school year. Students simply write something they are able to do well after all of their hard work and help, and they write about something with continued effort is an area they will "grow"/improve. Loved to see some of the students' reflections about math! Feel free to download a copy to use with your students.<br />
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Second, we explored fractions with pizzas this week. I purchased Amy Lemon<b>s'</b> <a href="https://www.teacherspayteachers.com/Product/Fraction-Pizza-193115" target="_blank"><i><b>Pizza Fractions</b></i></a> and adapted it for my students. We used all of the toppings and pizza template divided into fourths and added four toppings to cover one fourth, one half, three fourths, and the whole pizza. Students began by choosing a topping to use on the whole. Then a topping to use only on a fourth, on half, and finally three fourths. Afterward, they completed the sheet shown below. This really tested their understanding of equal-sized shares of a whole and how to represent fractions by adding toppings accordingly. Not to mention, it was fun! <b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_MTFhb2dsUzA4bm8/view?usp=sharing" target="_blank">You can use the sheet I created with other pizza fraction activities, so snag it if you like.</a></b><br />
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Lastly, we explored fractions with foods (faux foods) this week in guided math groups. Students are developing a solid understanding of fractions at the second grade level and LOVED using the foods. I shared this made-it in a previous post, but I decided to share it again here. So many possibilities for using these gems, so you will want to <a href="https://drive.google.com/file/d/0B_1w1VapXOL_Y0V6UGRaSmRoWU0/view?usp=sharing" target="_blank"><b>download them</b></a>!<br />
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Hope you find this month's made-it useful! Have a blog and want to share your math-made its in a post? We would love to have you link up below!<br />
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All the best for the coming week--<br />
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<!-- end InLinkz script -->Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-65093965495604571462015-03-07T18:20:00.002-06:002015-03-09T11:28:09.513-05:002nd Grade Masterpieces: Art with FractionsHappy Saturday! I just wanted to share something my kids did this week that turned out fabulously. Even though it was a last minute idea, the kids created some wonderful masterpieces, learned about fractions, and had a lot of fun. So easy!<br />
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Every year we explore fractions by folding wholes into parts (halves, thirds, and fourths) and talk about how each part represents a share of the whole, begin to use the language of fractions (halves, thirds, and fourths), and learn that two halves make up one whole (thirds and fourths as well). I decided to do this with my kids on Thursday and go a step further and use their folded wholes to create a piece of art. Below are directions, if you are interested in trying this with your students... <b></b><br />
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<div style="text-align: center;">
<b>2nd Grade Fraction Masterpieces</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPRw5KwvyR6m5zQ13vlkjCsoQyyB-GNDlutWFxSN9VWdwzOI_GPZ3dOgYh9uzF4zjKEwOcfEWzLzoPlS1COHv4D5edh13ksrCbwKCNk7mk4xO5N-yGHngS1MHta1ZQtnk69ih-Dbv4SjE/s1600/FractionMath2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPRw5KwvyR6m5zQ13vlkjCsoQyyB-GNDlutWFxSN9VWdwzOI_GPZ3dOgYh9uzF4zjKEwOcfEWzLzoPlS1COHv4D5edh13ksrCbwKCNk7mk4xO5N-yGHngS1MHta1ZQtnk69ih-Dbv4SjE/s1600/FractionMath2.png" height="490" width="640" /></a></div>
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<b>Materials Needed:</b><br />
<br />
<ul>
<li>4.5" square pieces of black construction paper, 4 for each student</li>
<li>oil pastels</li>
<li>11" OR 11.5" square pieces of black paper (for mounting squares--depending on how much space you ant between and bordering the folded squares. I used 11" square pieces for mounting. </li>
</ul>
<b><br /></b>
<b>Step-by-Step Directions:</b><br />
<br />
<ol>
<li>Give each student four, 4.5" square black pieces of construction paper. Have students set one sheet on the corner of their desks. This piece will not get folded and represents a whole that has not been divided into parts.</li>
<li>Have students fold the next piece from corner to corner (in half). They may fold it to create two rectangular parts or two triangular parts. Talks about the number of parts show after folding and opening the paper. This piece represents a whole divided into two parts, into halves.</li>
<li>Have students fold the next piece to create three parts. You may want to mark this piece for students where the 1/3 fold will be and demonstrate folding. Talk about the number of parts shown after folding and opening the paper. This piece represents a whole divided into three parts, into thirds.</li>
<li>Finally, have students fold the last piece to create four parts. They may fold it to create four square parts, four rectangular parts, or four triangular parts. Talk about the number of parts shown after folding and opening the paper. This piece represents a whole divided into four parts, into fourths.</li>
<li>Then students use the fold lines to help guide them in coloring the parts of each piece different colors. Oils pastels work best because they do not smear like chalk pastels and the colors really pop on black paper. </li>
</ol>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqjlNLJ4yKGUpIjl8eSZIRBxPW0j_KYKH7XrK62YW58OLndRzs7IJ65YVt-fpByzFj6FhlL1AJ2HOult2ejt02O1QeyUgO62Qn1r-tSGzKXtObZoxgRwodFwE8o9RxOxhtri4UDG0isvM/s1600/MathArt6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqjlNLJ4yKGUpIjl8eSZIRBxPW0j_KYKH7XrK62YW58OLndRzs7IJ65YVt-fpByzFj6FhlL1AJ2HOult2ejt02O1QeyUgO62Qn1r-tSGzKXtObZoxgRwodFwE8o9RxOxhtri4UDG0isvM/s1600/MathArt6.png" height="538" width="640" /></a></div>
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<b>Mounting:</b><br />
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<ul>
<li>Fold each 11" or 11.5" square piece of black paper into fourths. </li>
<li>Use double stick tape to mount each student's four pieces to the black paper, starting with the unfolded whole and ending with the whole divided into fourths.</li>
<li>The fold lines will help guide you in mounting the squares an equal distance apart (from the fold lines).</li>
</ul>
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<b>Display! </b><br />
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<b>AND</b>, you will have engaged your students in an understanding of the following Common Core Standard for Mathematics:<br />
<b><a class="identifier" href="http://www.corestandards.org/Math/Content/2/G/A/3/" name="CCSS.Math.Content.2.G.A.3">CCSS.Math.Content.2.G.A.3</a></b><br />
<b>Partition</b>
(circles and) <b>rectangles into two, three, or four equal shares, describe
the shares using the words halves, thirds, half of, a third of, etc.,
and describe the whole as two halves, three thirds, four fourths</b>.
<b>Recognize that equal shares of identical wholes need not have the same
shape.</b><br />
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I can also see this same project done with wholes divided into more parts in addition to those shown (sixths and eighths). If you decide to try this project, I would love to hear how it turned out and what your kids thought of the experience.<br />
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Can't wait for the kids to surprise their parents with their masterpieces at open house this coming week and listen to what they tell their parents. Anticipating a lot of wonderful math talk!<br />
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Enjoy the rest of your weekend and the week ahead---<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com2tag:blogger.com,1999:blog-8283889087342594043.post-45864478793120921072015-03-03T18:59:00.003-06:002015-03-03T19:36:30.855-06:00Q&A with Sherry Parrish!<!--[if gte mso 9]><xml>
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</xml><![endif]--><span style="font-size: large;"><span style="font-family: inherit;">We are thrilled to have a wonderful Q&A for you today! Sherry Parrish, the author of <b><i><a href="http://www.amazon.com/Number-Talks-Computation-Strategies-Connections/dp/1935099655/ref=sr_1_1?s=books&ie=UTF8&qid=1425395183&sr=1-1&keywords=number+talks" target="_blank">Number Talks</a></i></b>,
graciously agreed to do a question and answer session with our
followers. We hope you will take the time to absorb her thoughts and
suggestion for using Number Talks in your classroom/building. If you are
not familiar with Sherry's outstanding book, or have just happened upon our blog today, feel free to visit our <span style="background-color: white;"><i><b><a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank">Number Talks Book Study Archive</a></b></i></span>. Many thanks go out to Sherry!</span></span><br />
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<div class="MsoNormal">
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<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: inherit;"><i><b><span style="background-color: #a2c4c9;">What suggestions do you have for the implementation of number talks
as a building? Steps for beginning? Unforeseen obstacles? General
suggestions?</span></b></i></span></span></div>
<span style="font-size: large;"><span style="font-family: inherit;">One key element that determines whether or not the
implementation of Number Talks is successful or not is the intentionality and
purposefulness from the school’s administration. If the administration believes
in the value and impact Number Talks can have upon their students and they make
sure there are support systems in place, then I find the implementation of
Number Talks is successful. Placing an
emphasis on Number Talks during grade-level meetings, vertical teaming, etc.,
helps build capacity in this area. Share
successes during faculty meetings, grade-level teams, etc.</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">I cannot emphasize enough the importance of
starting small to allow students and teachers an opportunity to establish
protocols for respectful conversations and the expectation that mathematics
should make sense. Beginning with dot
cards for all grade levels, basic facts before moving into higher computation,
etc., allows the routines of a Number Talk to be established.</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">It is also helpful to frame computation problems in
a brief context so that the numbers can be anchored to specific
situations. For example, instead of
posting 13 – 7 as a bare problem, we could frame it in a story such as <i>I
want to read 13 pages each night. I have
read 7 pages. How many more pages do I
need to read?</i> The context supports
the reasoning and can also influence specific strategies.</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">Another critical area that is often overlooked is
the importance of educating our parents and providing support for them as they
look at mathematics from a different framework.
Invite parents to visit your classrooms or host a grade-level open house
with a Number Talk demonstration. Send
out a podcast of a classroom Number Talk or tweet a link to a video clip with
student strategies. I have found that
when parents see that their children can arrive at an answer faster than they
can, they are sold!</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">Finally, the biggest misunderstanding I see with
Number Talks is that educators believe they must directly teach the strategies
in the Number Talk book. While my book lists numerous strategies for each
operation, the strategies are there to provide a support for teachers so they
can anticipate possible ideas that will arise during the Number Talk. A Number Talk is designed to use purposeful
problems that allow students to use numerical relationship to “<b>invent</b>” their own strategies. In fact,
the strategies in my book were ones I learned from my students and not ones I
taught them!</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: inherit;"><span style="background-color: #a2c4c9;"><i><b>Do you ever use number talks with missing addends?</b></i></span><span style="color: red;"> </span></span></span></div>
<span style="font-size: large;"><span style="font-family: inherit;">While you certainly could do this, I think a much
better way to approach this is through subtraction. If students understand that subtraction is
about finding the distance between 2 quantities, then you typically see them
add up to subtract. For example, if my
Number Talk problem was 50 – 26 and a student added up to find the difference,
I could record this as 26 + ____ = 50.
This is a perfect way to address our standard that focuses on students
using the relationship between operations. </span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: inherit;"><span style="background-color: #a2c4c9;"><i><b>I teach fifth grade, and I have not used number talks. None of
my colleagues before me have used number talks. Where do I begin?</b></i></span><span style="color: red;"> </span></span></span></div>
<span style="font-size: large;"><span style="font-family: inherit;">The
higher up we go in grade levels, the stronger the likelihood of students
saying, “no thank you,” to mathematics.
Many students enter the upper grades without confidence or reasoning;
often their only access is memorized procedures that they do not
understand. For this reason, I suggest
beginning with dot images that are found in the K-2 section of my book. While your purposes for using these are not
the same as a K-2 teacher, there are many benefits for using these as a
starting point in the upper grades<span style="font-family: inherit;">.</span></span></span><br />
<ul>
<li><span style="font-size: large;"><span style="font-family: inherit;">It
is difficult to be threatened by a collection of dots! Students begin to relax
and realize that mathematics is about making sense and reasoning. Confidence begins to grow when students are
successful.</span></span></li>
<li><span style="font-size: large;"><span style="font-family: inherit;">Students
begin to see there are multiple ways to arrive at the same answer. This is such an important disposition to
build with students, especially with those that have had difficulty memorizing
one way.</span></span></li>
<li><span style="font-size: large;"><span style="font-family: inherit;">Starting
with something as simple as a dot card allows the teacher to begin building
norms for productive discourse.</span></span><span style="font-size: large;"><span style="font-family: inherit;"> </span></span></li>
</ul>
<span style="font-size: large;"><span style="font-family: inherit;">The
next transition in your Number Talks is to move into Talks that focus on basic
facts. I repeatedly hear from teachers
all over the country that students don’t know their basic facts; yet, I find
that we often resort to repeating the same skill and drill instruction with
timed test while expecting different results.
By using either isolated “facts” or a Number Talk string around facts,
we can provide a safe place to begin computation conversations while building
strategies. The same strategies that
work for fact acquisition also work for larger computation problems - so time
spent here is not wasted.</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">
</span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: inherit;"><span style="background-color: #a2c4c9;"><i><b>What
projects/publications, if any, do you have in the works?</b></i></span></span></span></div>
<span style="font-size: large;"><span style="font-family: inherit;">I
am currently working on a new Number Talk book that focuses on fractions,
decimals, and percents. The manuscript
is already complete, and we will begin videotaping in classrooms late March and
into April. During the field testing of the fraction Number Talk strings, it
has been rewarding to see how students are developing strong fractional
reasoning. The book and DVD should be
released in spring, 2016, during the NCTM/NCSM conference in San Francisco. </span></span><br />
<div class="MsoNormal">
<br />
<span style="font-size: large;"><span style="font-family: inherit;">Thanks so much for stopping by today, and thanks again to Sherry Parrish!</span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: inherit;">All the best--</span></span><br />
<br />
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<![endif]-->Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-45551749358426522812015-03-01T18:14:00.000-06:002015-03-03T19:43:37.024-06:00Read Across America Math Fun!Good day to you! Just wanted to share some goodies with you for celebrating Read Across America. Please feel free to download my <a href="https://drive.google.com/file/d/0B_1w1VapXOL_ZlU4U0JYLUpiclk/view?usp=sharing" target="_blank"><i><b>Celebrating Read Across America Math Games</b></i></a> and <i><b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_SGZwMHZEdHp2RWs/view?usp=sharing" target="_blank">"Which Dr. Seuss book is your favorite?" Graphing</a>. </b></i>Both are great for use as guided math workstations/centers<b>!</b><i><b><br /></b></i><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_ZlU4U0JYLUpiclk/view" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_ckFqcGppbGkwVFk/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho4gJz1Jlqi-DpTSi90N1P-3eE_a-qVQrqZ5x92PnENBcHaAzX2Jbaz54-H9nylm5HDcoHPesqYp1aZmaCuQ-E56diVTDuCFkI8nsagi0C-JEIEuCIYFlV9o4P-XmMgmfTT13179NdksA/s1600/RAAGamesPreview.png" height="346" width="640" /></a></div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_SGZwMHZEdHp2RWs/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_SGZwMHZEdHp2RWs/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6KbyRpA37VZoPFRvNOa_Lsr2eFw3dmaLV3rxXrGc27kbUjrg28EJhywlHdcorkiDGKuJ-vELEfP9ftrHJMKrclA6hHGh-jaKhyphenhyphenuwvoHk5hwAZffAoYrtvxbkZaG3aXi6n_m5hTuxdPK0/s1600/RAAGraphingPreview.png" height="476" width="640" /></a></div>
The graphing activity comes with blank pages for choosing your own titles, and various graphing sheets are included as well. Enjoy!<br />
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ALSO--we would like to announce that we will be posting <b>Sherry Parrish's Q&A</b> this coming Wednesday. We hope you will stop back to read her thoughts and suggestions about using number talks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsov7g2gkdzA3Mgz3JkHSjByYAosb3ugi7rTNKCzEVTYM1aVgGokt0y1xmlho5YJuJRvd4AoYrWYnsmEw_BgLIFI9aVUzCZ7qqOz75VkmZKMbcr4MRIMW1bzxfzN4ccBqQ3ZjFzwnhSeY/s1600/SherryParrishQ&A.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsov7g2gkdzA3Mgz3JkHSjByYAosb3ugi7rTNKCzEVTYM1aVgGokt0y1xmlho5YJuJRvd4AoYrWYnsmEw_BgLIFI9aVUzCZ7qqOz75VkmZKMbcr4MRIMW1bzxfzN4ccBqQ3ZjFzwnhSeY/s1600/SherryParrishQ&A.png" height="464" width="640" /></a></div>
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Until Wednesday...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3Ph_uX7cQFOUaZPv1hkd-gzYHo9B2GX7TZR1elLBo04QqFDOovS_d9jaAjg9DwABaVbIc6T-jjoefnsx-I2oFWtpEQB7nCpeLB7vqtvU5jzYVxSEu_Zh4hUJsZjNybQLAkiogehBa9Bk/s1600/sarahs+sig.fw.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3Ph_uX7cQFOUaZPv1hkd-gzYHo9B2GX7TZR1elLBo04QqFDOovS_d9jaAjg9DwABaVbIc6T-jjoefnsx-I2oFWtpEQB7nCpeLB7vqtvU5jzYVxSEu_Zh4hUJsZjNybQLAkiogehBa9Bk/s1600/sarahs+sig.fw.png" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-19450724702604277502015-02-21T19:59:00.001-06:002015-03-03T16:23:41.524-06:00Fly on the Math Teacher's Wall -- February Hop -- Fractions!!<div class="separator" style="clear: both; text-align: center;">
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Welcome to another wonderful math blog hop! This blog hop is devoted to fractions and will not disappoint--so after reading this post, take a
hop around to see what goodies you will find from some amazing math bloggers!<br />
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Each of our <i><b>Fly on the Math Teacher's Wall</b></i> hops are devoted to squashing teacher and/or student misconceptions. I am not really discussing a misconception, but I would like to focus on some key ideas I feel most important in helping my students develop a solid foundation in fractions that will be built upon as they progress from year to year. If students understand these key ideas, hopefully some future misconceptions can be avoided. <br />
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The following is the second grade Common Core Standard for fractions: <br />
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<a class="identifier" href="http://www.corestandards.org/Math/Content/2/G/A/3/" name="CCSS.Math.Content.2.G.A.3">CCSS.Math.Content.2.G.A.3</a><br />
Partition
circles and rectangles into two, three, or four equal shares, describe
the shares using the words halves, thirds, half of, a third of, etc.,
and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same
shape. <br />
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<b>There are several key ideas for understanding:</b><br />
<ul>
<li><b>A whole represents all of something</b> (1 whole).</li>
<li><b>A fraction represents part of a whole </b>(for introductory understanding, this is important--as we know, a fraction can represent any number of equal parts--as with improper fractions, but students also need to understand when working with improper fractions that an improper fraction is greater than one whole. This understanding will be developed in later years for my students.)</li>
<li><b>A fraction represents part of a whole that has been divided into EQUAL parts</b> (for my students this understanding is developed with the use of circles and rectangles, not equal sized parts of a set)</li>
</ul>
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<b>How do I help my students develop a working understanding of each of the above ideas?</b><br />
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We begin our explorations by identifying objects that are in the form of a whole and those that are not. We examine items around the classroom that are and are not whole (an unsharpened pencil vs. a sharpened pencil, a unopened Kleenex box vs. a box that is part full, etc), and I also bring in various items (cookies, bottles of soda, fruits, etc.) in whole and part form. Items are sorted into two categories. The group of items that are not whole are then labeled as fractions. <br />
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To help students understand that a fraction represents part of a whole that has been divided into equal parts, we explore wholes that have been divided into equal and unequal parts. A lesson about equal sharing is done. Students seem to understand the concept of equal parts when it is related to sharing the whole of something with a friend. <b> Posing various sharing scenarios with items divided into equal and unequal parts is helpful.</b> My kids love when I choose students to share my pizza and candy bar with. I divide both unequally, share with volunteers, and then ask my students if my sharing is fair. This naturally leads to a discussion of how my sharing is not fair because the parts I shared were not equal. I then ask students how the items CAN be shared equally. They, of course, can always tell me. We continue our explorations by cutting out circles and rectangles. We fold the shapes to create equal parts, cut them out and create models.<br />
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Only after students have a solid understanding of these three ideas do we move on to the concepts outlined in the standard. Guided math groups are easily formed based on what I have observed in our initial explorations. In small groups I am able to further develop some students' understandings of the key concepts before moving on, work more with some students on partitioning wholes, and challenge those who already have understanding beyond the second grade standard.<br />
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<span style="background-color: #a2c4c9;">UPDATE: Totally forgot to post these little gems that I use in guided math groups. So simple to make and use. How could I have forgotten? Enjoy!</span><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_OHdNWWVFTjhjSEE/view?usp=sharing" target="_blank"><i><b>Fraction Mats</b></i></a></div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_OHdNWWVFTjhjSEE/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_Z18xQjh2N2VuVlU/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOJgPjyiXZO0uPG64EGxXjLpJ_2jhwW16-FLrbNMJcSC7mzMJv6pP1t4DkSQwNC12bZkiWkcgYw1oFpLokCodOdCQksam-LG8eWWHN3inwD9NhPf4kP1XhvUEpPRBy_yFmJmLbd-B3Bl0/s1600/fractionmats.png" height="358" width="640" /></a></div>
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Providing multiple opportunities for independent practice is always important, so this is done in rotations while I am meeting with guided groups. Options for practice are differentiated. Please feel free to download a few of my activities for independent practice.<br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_SVpWSnZOMXhfXzQ/view?usp=sharing" target="_blank"><b><i>Pizza Parts: Fraction Models</i></b></a> Task Cards</div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_RTd3NkRCUFE1LXc/edit" target="_blank"><b><i>Pizza Parts: Comparing Fractions</i></b></a> Task Cards </div>
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<a href="https://www.teacherspayteachers.com/Product/St-Patricks-Day-Fraction-Math-Game-Four-Leaf-Fractions-Game-602480" target="_blank"><i><b>Four Leaf Fractions</b></i></a> Board Game & Spinner</div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_aERCRkhGT3ZYVVE/view?usp=sharing" target="_blank"><i><b>Flying High with Fractions</b></i></a> Board Games & Spinners</div>
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<img alt="https://docs.google.com/file/d/0B_1w1VapXOL_aERCRkhGT3ZYVVE/edit" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6FH7neKCB9O4O4GPDaI8fhOqFHY-7XXMUUCkvBvQH68iEFoGin1n3wjn3MXOfGVif8Su09yhM6tQHt5jmL0XgD1-inrVD2nPslh-4_3ie3jN9jEgEBL0nNwZt5WLPnZQHQNWxcpgVCdk/s1600/FlyingHighPreview.png" height="546" width="640" /></div>
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I have also made up some <a href="https://drive.google.com/file/d/0B_1w1VapXOL_Y0V6UGRaSmRoWU0/view?usp=sharing" target="_blank"><i><b>fraction foods</b></i></a> you might be interested in using. Foods are labeled and unlabeled. These can be used in guided groups and for independent practice. I especially like to use the parts that are labled--in this way students can see that 3/4 is equal to 3, 1/4 pieces. <span style="background-color: #a2c4c9;">If you download this freebie, please take some time to share how you plan to use them by leaving a comment. Would love to hear your ideas!</span><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_Y0V6UGRaSmRoWU0/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_cDlvY29GREdEWmM/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgffpRQBbOZ7y_3FnSWfKT14h-EvwTy2DgcoWsnf4b8sJyxFKw93rcw0BBW9YNKwLuGLVVzygLVVVZc72PinL5Wuq2HKCg-9HtJfdBvfNSDIicc_q3uW63oqOEdM2UH7ZDqbpfP3Qbu698/s1600/FractionFoods.png" height="373" width="400" /></a></div>
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Hope you have found something you can use with your students!<br />
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Please take the time to hop around to all of the participating bloggers. Your next stop is Brandi from <i><b>The Research Based Classroom</b></i>! <br />
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Happy hopping---<br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com29tag:blogger.com,1999:blog-8283889087342594043.post-80228666484116076642015-02-18T18:28:00.002-06:002015-02-19T05:53:34.032-06:00Number Talks Book Study -- Chapter 9Today our book study of <i><b>Number Talks </b></i>by Sherry Parrish comes to a close with a brief discussion of chapter 9.<br />
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To read past book study posts, visit our <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>! <br />
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<b>Chapter 9: What Does a Number Talk Look Like at My Grade Level?</b><br />
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Chapter 9 is a facilitators guided and provides a closer look at the schools/teachers highlighted in the DVD (grades K, 2, 3, and 5). <br />
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A math time structure is shared for each level and discussion questions for the videos are presented.<br />
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A school-wide perspective is also given so readers can understand the importance of consistency among number talk content from year to year even with the natural variation in personalities, classroom structures/environment, etc.<br />
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Parrish stresses the importance of/consistency in ...<br />
<ul>
<li>the teaching of the big ideas in mathematics</li>
<li>instruction as asking not telling</li>
<li>the development of safe learning communities</li>
<li>an unwavering quest for making sense</li>
</ul>
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Love, LOVE this closing quote from Parrish, <i>"The mark of a master teacher is the ability to reflect on his practice." </i> SO TRUE! For this reason, a series of questions for personal reflection are given. <br />
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If you have participated in this book study along with us, or have read <i>Number Talks</i>, you undoubtedly had many moments of personal reflection. I have found affirmation for what I strongly believe to be true about teaching mathematics, have a new-found knowledge of the power of using the number talk structure presented in the text, and am inspired as I move forward with my students.<br />
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Even more important are the cheers I hear from my students when I say it's time for a number talk and the mathematical thinking and sharing that follows! <b>Thanks to Sherry Parrish for her phenomenal contribution to our profession!</b><br />
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Speaking of Sherry Parrish, we will announce the date of her Q & A as the day draws near, so look for a facebook shout out coming soon.<br />
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A thank you also goes out to Tara, the <b><a href="http://theelementarymathmaniac.blogspot.com/" target="_blank">Elementary Math Maniac</a></b>, for hosting the book study and all of our adventurers who have followed along. <br />
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Lastly--you will want to stop back this coming Sunday for another <i><b>Fly on the Math Teacher's Wall Hop! </b></i>The topic is fractions, so we'll see you then!<br />
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All the best--<br />
Sarah <br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-23770026812920999542015-02-14T18:21:00.005-06:002015-03-03T16:21:11.773-06:00Makin' It Math Mid-Month Linky -- Money, Money, Money!Glad you stopped by! Welcome to our <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b>Makin' It Math Mid-Month Linky</b></i></a>--a linky dedicated solely to math made-its. If you are interested in linking up your math made-its, check out the details by clicking the logo below. We would love to have you join us! <br />
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Our kids have been working a lot with money in the past few weeks, and are quickly becoming money masters! We thought we would give you an inside look at our explorations and share some made-its.<br />
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Our money explorations began with a simple pretest. Students were asked to name each coin, tell the value of each coin, and count a small selection of coins (if able). Students were pulled to do the assessment individually with real coins while other students were engaged in math game play. This quick assessment made it easy to group students based on need. Four groups were formed and guided instruction of small groups began.<br />
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<b>Small Guided Math Groups </b><br />
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The following have been key in our small guided groups:<br />
<ul>
<li>the use of coins that students can touch/feel and manipulate </li>
<li>mastery of coin identification and values before moving on to counting (some groups moved on sooner than others and students who showed mastery quickly were worked into a different group)</li>
<li>a gradual progression in coin counting (mastery of counting like coins and adding coins from least to greatest--pennies and nickels; pennies, nickels, and dimes; pennies, nickels, dimes, and quarters)</li>
<li>multiple opportunities to count random groups of coins and write the total value using numbers and symbols (students would count a collection of coins for the group two times and the other students in the group would agree/disagree, recount to check accuracy, and discuss order in which coins were counted)</li>
<li>acceptance and discussion of multiple ways of counting (including discussion of counting on coins to create landmark tens for ease of counting remainder of coins)</li>
<li>self and peer-evaluation and justifying of thinking </li>
<li>use of the open number line to illustrate how coins were counted</li>
<li>lots and lots of practice </li>
</ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEy75aRlAU4VBkz2ByPmh1ujROANNGhdNiCQlfzZgWxLDk2BK4cvJJRldRIFKrTlY8o786jqCsELigfrbb0RE50xGuVhfSv6l4ce3ix2DLDTojHA6b8uxqfblv_oI14M5vvV34UDVC_hI/s1600/CountingCoins.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEy75aRlAU4VBkz2ByPmh1ujROANNGhdNiCQlfzZgWxLDk2BK4cvJJRldRIFKrTlY8o786jqCsELigfrbb0RE50xGuVhfSv6l4ce3ix2DLDTojHA6b8uxqfblv_oI14M5vvV34UDVC_hI/s1600/CountingCoins.png" height="334" width="640" /></a><br />
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Students carefully counted in their heads as their peer counted aloud. Students then agreed or disagreed and gave proof. Discussions of how coins were counted (order) happened here as well. <br />
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Students showed their thinking with an open number line.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxdPOKr1nMKfHqQBp4BXKGzVby6Zxy7eIbUyuWF954s2Lmh13v5wEfrethkXOed5gsb5MuT6CuNW9zAWx_Ogs2qI6dJp8C7zB-EsFXqeCz3NvLf8Qnc40hms4brGT8QWl295vjQw1vzTI/s1600/EvalJustify.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxdPOKr1nMKfHqQBp4BXKGzVby6Zxy7eIbUyuWF954s2Lmh13v5wEfrethkXOed5gsb5MuT6CuNW9zAWx_Ogs2qI6dJp8C7zB-EsFXqeCz3NvLf8Qnc40hms4brGT8QWl295vjQw1vzTI/s1600/EvalJustify.png" height="446" width="640" /></a></div>
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Students evaluated their peers and provided justification for their thinking. The students on the left drew faces to provide evaluation for their fellow classmates as they worked their way from desk to desk around the room. </div>
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Students showed multiple ways to represent a dollar.</div>
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<b>Independent Practice</b><br />
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The following are a few independent practice opportunities we provided for students to work on while meeting with guided math groups (differentiated based on each group's needs and all designed for practice of money skills). Please feel free to download any you can use. Some were created this year and others we have used for several years.<br />
<ul>
</ul>
<b>Math Journals:</b><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_c3ZSeXFhZ1YyT3M/view?usp=sharing" target="_blank"><i><b>Coins in My Pocket Journal Prompts</b></i></a> - These prompts can easily be differentiated. My kids use half-sized notebook journals and simply cut and paste the prompts and solve.<b> </b><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_c3ZSeXFhZ1YyT3M/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_c3ZSeXFhZ1YyT3M/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbPOHGgSby6-r8epauwiutf-dltMkaI8GMwjhfIwv__bM-1jBtvluqzfnlJ2FdBqnYr39s6kbQ9tBjUiEe10wzcWuQwk1cHNsBQmXTWhWegj0wsB4zsqMtJOuZz0nzRb4GxyH4jSmYpok/s1600/MoneyJournalPrompts.png" height="523" width="640" /></a></div>
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<b>"Show What You Know" independent tasks (premade/teacher created activity sheets, roam the room activities, Scoot activities, What's a Word Worth?, etc.) that can be used as assessment:</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPVT5gKPbTbPNWBQgGQN0Vq7WadLfj71xaVzxTfuAt9ANX74IrPH6ZAjqTyAxlfxbmIZm4wodW5T_ThpttILM-q0ScTPYPfCovYhqnuDDH-apOB5MMyHEXc45jPaBjfcgC6Lc7CLoNSyk/s1600/MoneyBook.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPVT5gKPbTbPNWBQgGQN0Vq7WadLfj71xaVzxTfuAt9ANX74IrPH6ZAjqTyAxlfxbmIZm4wodW5T_ThpttILM-q0ScTPYPfCovYhqnuDDH-apOB5MMyHEXc45jPaBjfcgC6Lc7CLoNSyk/s1600/MoneyBook.png" height="200" width="157" /></a>I don't find too many premade activity sheets that I like, but I inherited an OLD version of this workbook years ago. I think it's one of those for parents to use at home, not sure. It's great! It follows a logical progression of practice from like coins to pennies and nickels, pennies/nickels/dimes, etc. It also has some great problem solving sheets. I pick and choose the sheets to use based on student need and place them in folders labeled A, B, and or C. Cups of coins are always made available for use with these activity sheets.<br />
<b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_dVNtN0tKTlFibWM/view?usp=sharing" target="_blank"><i><br />What's a Word Worth?</i></a> -- </b>I'm sure you have seen or used something like this before. Students can use any word list and the coin key to figure out what each word is worth. I have three different sheets made and labeled A,B, and C so students practice with the coins they can count independently. <br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_dVNtN0tKTlFibWM/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_dVNtN0tKTlFibWM/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1pT-Cxh_SdFfzlVmuf02lh-ssmlLIq_GrSbZKNnap2s3eqF_YjyQmGNz6NDnNG2K4iM_OUqJdcezb_W6yJuEJZV1pnx9xY_DNf45PnxLr26lz5CjOxYJCiQiQGd7Jhk0lrET326HPz0A/s1600/wordworthpreview.png" height="388" width="640" /></a></div>
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<b><i>Counting Coins Scoot</i>: </b>Stop back to download soon!<br />
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<b>Games:</b><br />
<i><b><br /></b></i>
<i><b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_X2p6QUNQYjJkNUk/view?usp=sharing" target="_blank">Bank It! Board Game</a> -</b></i> This game can be played after students have learned to count pennies, nickels, dimes, and quarters. It requires addition and subtraction of coins. My kids love this!<b> </b>Games like these are easy to send home for at-home practice. <br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_X2p6QUNQYjJkNUk/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_X2p6QUNQYjJkNUk/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizhOtp3PO9HJlMLM9AMY6ueRHPYYKLYlqJ0hOeXb2cbmvk9WUqcwG6Jf1DD5sP937YNF85dnmYrqe74r-ftzygEnUcCUYu8WAWgYQ2lXqRLWO2Zth39xKdC1CSACxRWPrZN6iTWwpEAZw/s1600/BankItPreview.png" height="449" width="640" /></a></div>
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You may also like my <b><a href="https://www.teacherspayteachers.com/Product/Money-Games-This-Little-Piggy-Money-Math-Centers-Counting-Coins-1082516" target="_blank"><i>This Little Piggy! Money Fun</i></a></b> games on TpT. <b><br /></b><br />
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<b>Workstations (task cards, money bag activities, etc.):</b><br />
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<b><a href="http://www.guided-math-adventures.com/p/workstations-games_18.html" target="_blank"><i>Money Bags!: Coin Tasks</i></a></b> - This differentiated workstation is used with bags of coins (fill with coins appropriate to student need).<br />
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<a href="http://www.guided-math-adventures.com/p/workstations-games_18.html" target="_blank"><img alt="http://www.guided-math-adventures.com/p/workstations-games_18.html" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBHodSReNppDwGaalGCsy792QBDO0URAG2F1XTF5vwOJdA-KvGSBhRz5xTetDc20-TG4suxc4CExtMsKYfosYsEbWfQBwVyk5twOXoRxd5iw2e1rwzTGapT6TL5h0SQVyItX19F6KOjpM/s1600/MoneyBagActivities.png" height="424" width="640" /></a></div>
You may also like my <a href="https://www.teacherspayteachers.com/Product/Money-Task-Cards-Show-Me-the-Money-Differentiated-Math-Center-Cards-522227" target="_blank"><i><b>Show Me the Money</b></i></a><i><b>!</b></i> task cards on TpT.<br />
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<b>Assessment</b><br />
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Ongoing assessment is easily done in guided groups. Much is assessed through observation. Courtney and I also created a performance task that we use to assess students' levels of mastery. Please feel free to download, <a href="https://drive.google.com/file/d/0B_1w1VapXOL_UGFmaHloZndoU2M/view?usp=sharing" target="_blank"><i><b>Suzy's Piggy Bank</b></i></a>. If you use this task, we would love to hear your comments and thoughts about how it went. Feel free to email us anytime!<br />
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Please share your thoughts and ideas in a comment OR link your blog post up with us!<br />
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All the best--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-4240985847344541222015-02-12T21:55:00.001-06:002015-02-12T22:07:45.038-06:00Number Talks Book Study -- Chapters 7/8Hello! Welcome back to our Number Talks book study! Today I discuss chapters 7 and 8--two chapters focused on multiplication and division for grades 3-5.<br />
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To read past book study posts, visit our <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>! <br />
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<b>Chapter 7: How Do I Develop Specific Multiplication and Division Strategies in the 3-5 Classroom? </b><br />
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As in the beginning of chapter 5, Parrish presents the overreaching goals for number talks at this level: number sense, place value, fluency, properties, and connecting mathematical ideas. For a discussion of the importance of each at the 3-5 level, visit my previous post of chapter 5. Accuracy, efficiency, and flexibility are always encouraged with number talks as well. <br />
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Parrish goes on to stress the importance of using array models to anchor student strategies with multiplication and division. She compares the importance of the array model with multiplication and division to the importance of the number line to addition and subtraction. If you are not currently using arrays to help students understand the concepts/strategies associated with multiplication and division, it is important to make this shift. With an array, students can apply their understanding of the factors/dimensions of an array to find the product/area. See array for 6 x 22 below.<br />
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From an array with boxes delineated within the area, students can move to the use of an open array. Like an open number line, and open array can be customized to model thinking/strategies. Below is an example of 6 x 22 and 132/6 using an open array.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigpbuZFG5MWrbKJuLiQPFDFfhd3pEhTeh5LilNpfThOIyhn4X97J00uElv_s_fXNzX0vQHl5HBZFNHQMQ7JpiNF1tlVl5e4uSHTMWAr4AJ9c5cTBnSYPaSgLT5Xxg2PRcc1utY7F4dCHE/s1600/open+array.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigpbuZFG5MWrbKJuLiQPFDFfhd3pEhTeh5LilNpfThOIyhn4X97J00uElv_s_fXNzX0vQHl5HBZFNHQMQ7JpiNF1tlVl5e4uSHTMWAr4AJ9c5cTBnSYPaSgLT5Xxg2PRcc1utY7F4dCHE/s1600/open+array.png" height="125" width="400" /></a></div>
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Also, as presented in chapter 5 with addition and subtraction, it is important to use real-life contexts for multiplication and division, explore and discuss the efficiency of different strategies, and anticipate student thinking. <br />
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The remainder of chapter 7 illustrated five common strategies for multiplication and four common strategies for division. I will give examples of many of these strategies as I discuss chapter 8. <br />
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<br />
<b>Chapter 8: How Do I Design Purposeful Multiplication and Division Number Talks in the 3-5 Classroom?</b><br />
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The number talks presented in this chapter are organized by operations
and strategies. A rationale for helping students develop each strategy
is presented and specific instructions are given for their
implementation. <br />
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<b><span style="background-color: #a2c4c9;">Even if you are not using
number talks, this chapter does an exceptional job of illustrating
essential strategies for multiplication and division. </span></b><br />
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First, Parrish stresses the importance of using number talks that focus
on fluency with small numbers BEFORE moving on to using those that focus
on computation with greater numbers. Number talks with small numbers
help students focus on strategies rather than the magnitude of numbers
and foster confidence. In this chapter, specific number talks are
presented to bring about the use of specific strategies, but it is also
understood that students will share other methods. <i>"The ultimate goal of number talks is for students to compute accurately, efficiently, and flexibly."</i><br />
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<b>Multiplication Number Talks </b><i><br /></i><br />
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<i><b>Repeated Addition or Skip Counting:</b> </i> Specific number talks are not presented for this strategy because the goal of number talks is to move students beyond additive thinking to multiplicative thinking. Praise students for using this type of thinking, but don't forget to make a connection to multiplication. <br />
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<i><b>Making Landmark or "Friendly " Numbers:</b></i> It is important to remember here that if an adjustment is made to one of the factors, an adjustment must also be made to the product.<br />
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Examples: <br />
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6 x 21<br />
6 x 20 = 120<br />
120 + 6 = 126<br />
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3 x 19<br />
3 x 20 = 60<br />
60 - 3 = 57<br />
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<i><b>Partial Products:</b> </i>This strategy requires the breaking up of one or both factors into addends using expanded notation and the distributive property. This strategy can be used with any multiplication problem.<br />
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Examples:<br />
<br />
6 x 23<br />
6 x (20 + 3)<br />
6 x 20 = 120<br />
6 x 3 = 18<br />
120 + 18 = 138<br />
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6 x 31<br />
(3 + 3) x 31<br />
(3 x 31) + (3 x 31)<br />
93 + 93 = 186 <br />
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<i><b>Doubling and Halving:</b> </i> This strategy can be used to make problems with multiple digits easier to solve.<br />
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Example:<br />
<br />
8 x 35<br />
8/2 = 4<br />
35 x 2 = 70<br />
4 x 70 = 280 <br />
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<i><b>Breaking Factors Into Smaller Factors:</b></i> It is important to expose students to number talks that lead to the use of this strategy to help students understand the associative property.<br />
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Examples:<br />
<br />
6 x 21<br />
3 x 2 x 7 x 3<br />
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32 x 8<br />
4 x 8 x 2 x 4<br />
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<b>Division Number Talks</b><br />
<i><br /></i>
<i><b>Repeated Subtraction or Sharing/Dealing Out: </b></i>Specific number talks are not presented for this strategy because the
goal of number talks is to move students beyond removal to
multiplicative thinking. Praise students for using this type of thinking, but don't forget to make a connection to multiplication. <br />
<br />
<i><b>Partial Quotients:</b></i> When the partial quotient strategy is used, students are able to understand the value of each digit in a number being divided. No longer is there the "goes intos" thinking based on single digits without an understanding of each digit's value. When I taught fifth grade, this strategy along with the use of base ten tools helped students understand the concept of addition and set aside a series of memorized steps they had previously used. <br />
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Here is a great post by Tara, the Elementary Math Maniac, all about teaching the partial quotient strategy--<a href="http://corkboardconnections.blogspot.com/2014/10/teaching-division-with-partial.html" target="_blank"><i><b>Teaching Division with Partial Quotients: Moving from Concrete to Abstract Models</b></i></a>.<br />
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<i><b>Multiplying Up:</b></i> Students build upon multiplication they know until they reach the dividend.<br />
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Example:<br />
<br />
12 x 35<br />
<br />
12 x 10 = 120<br />
12 x 10 = 120<br />
12 x 10 = 120<br />
12 x 2 = 24<br />
12 x 2 = 24<br />
12 x 1 = 12<br />
<br />
12 x 35 = 420<br />
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<i><b>Proportional Reasoning:</b></i> Division is considered from a fractional perspective. Halving and halving or thirding and thirding can be explored with the number talks included. Some number talks include: 800/40 and 144/6.<br />
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I hope you find the overview of each strategy helpful, if you have not purchased a copy of the book. I highly recommend you do!<br />
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Please feel free to share your comments, ideas, or experiences related to chapters 6 and 7. We would love to hear your thoughts!<br />
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AND don't forget to stop by this coming Sunday for our<a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b> Makin' It Math</b></i></a> mid month linky!<br />
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Have a fabulous Friday--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-48162948552475932532015-02-08T11:02:00.002-06:002015-02-10T11:19:38.863-06:00Number Talks Book Study -- Chapter 6Welcome back to our book study of <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b><i>Number Talks</i></b></a> by Sherry Parrish. The study is sponsored by Tara, the <a href="http://theelementarymathmaniac.blogspot.com/2015/02/number-talks-book-study-part-5.html" target="_blank"><b>Elementary Math Maniac</b></a>. She is right on schedule, so if you want to read a discussion of chapters 7 & 8, feel free to visit her blog!<br />
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I have changed our schedule just a bit:<br />
<br />
<ul>
<li>Today I will be discuss chapter 6 of<i><b> Number Talks</b></i>. </li>
<li>This Thursday I will discuss chapters 7 & 8 of <i><b>Number Talks</b></i>. </li>
<li>Sunday we come to you with our<a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b> Makin' It Math</b></i></a> mid-month linky. </li>
<li>Then, I will wrap up our <i><b>Number Talks</b></i> book study the following Wednesday with a discussion of chapter 9. </li>
</ul>
<br />
We hope you will stop back and join us on the above dates!<br />
<br />
To read past book study posts, visit our <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>!<br />
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<b>Chapter 6: How Do I Design Purposeful Addition and Subtraction Number Talks in the 3-5 Classroom?</b><br />
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The number talks presented in this chapter are organized by operations and strategies. A rationale for helping students develop each strategy is presented and specific instructions are given for their implementation. <br />
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<b><span style="background-color: #a2c4c9;">Even if you are not using number talks, this chapter does an exceptional job of illustrating essential strategies for addition and subtraction. </span></b><br />
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First, Parrish stresses the importance of using number talks that focus on fluency with small numbers BEFORE moving on to using those that focus on computation with greater numbers. Number talks with small numbers help students focus on strategies rather than the magnitude of numbers and foster confidence. In this chapter, specific number talks are presented to bring about the use of specific strategies, but it is also understood that students will share other methods. <i>"The ultimate goal of number talks is for students to compute accurately, efficiently, and flexibly."</i><br />
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<b>Addition Number Talks</b><br />
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<i><b>Making Tens:</b></i> Making ten is an essential strategy and should be a default strategy used by fourth and fifth graders. If this is not the case, Parrish suggest the use of the second/third grade making ten strategies presented in this chapter first. Once you see students using the making ten strategy in default, it is safe to move on. Being able to make tens is foundational for further understanding.<br />
<br />
Example:<br />
8 + 5<br />
(8 + 2) + 3<br />
10 + 3<br />
<br />
<i><b>Making Landmark or "Friendly" Numbers: </b></i>This strategy requires the understanding that compensation can be used---taking from one addend and adding to another without changing the sum. When students make a landmark/friendly number, they understand that by doing so the numbers become easier to "work with", as we say in our classroom. Parrish suggests giving students plenty of time to explore and experiment with the use of this strategy and why it works. Start by having students prove their thinking with tools.<br />
<br />
Example:<br />
25 + 26<br />
(25 + 5) + 21<br />
30 + 21<br />
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<i><b>Doubles/Near Doubles:</b></i> Selecting numbers that are close is important here. <br />
<br />
Example:<br />
39 + 39<br />
40 + 40 = 80<br />
80 - 2 = 78<br />
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<i><b>Breaking Each Number Into Its Place Value:</b></i> Use numbers that do not have an obvious relationship to one another. This will encourage the breaking apart of numbers into their values and adding them mentally from left to right.<br />
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Example:<br />
18 + 31<br />
(10 + 30) + (8 + 1)<br />
40 + 9<br />
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<i><b>Adding Up in Chunks:</b></i> Parrish suggest that students should be using this strategy midway through the second grade year. <i> "Adding up numbers in chunks builds upon adding multiples of ten by encouraging students to keep one number whole while adding chunks of the second number." </i><br />
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Example:<br />
45 + 38<br />
45 + 30 = 75<br />
75 + 8<br />
(75 + 5) + 3<br />
80 + 3<br />
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In helping my second graders develop all of the above strategies with "small" numbers, I have found it important to continuously explore and discuss the efficiency of each strategy.<br />
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<b>Subtraction Number Talks</b><br />
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<b><i>Removal or Counting Back:</i></b> A sequence of problem for use with this strategy are not presented. Parrish discusses how this is naturally a strategy students will use. Most important--the discussion of when the strategy is efficient and inefficient. <br />
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<i><b>Adding Up:</b></i> When choosing equations to encourage the use of this strategy--choose minuends and subtrahends that are far apart and frame them in a context that implies distance.<br />
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Example:<br />
<br />
60 - 18<br />
<br />
<i>Our class has collected 18 cans for the food drive. Our goal is to collect 60 cans. How many more cans do we need to collect to meet our goal?</i><br />
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I have found it especially helpful to model mental thinking when adding up using an open number line. <br />
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<i><b>Removal:</b></i> Creating a context of removing an amount from a whole is important here. Parrish suggests encouraging students to keep the minuend intact and remove the subtrahend in parts.<br />
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Example:<br />
<br />
60 - 18<br />
<br />
<i>You saved up 60 Muppet Bucks earned for exceptional effort and behavior. You cashed in 18 bucks. How many bucks do you still have saved?</i><br />
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<i><b>Place Value and Negative Numbers:</b></i> What's important? You CAN <i>"take a bigger number from a smaller number"</i>. Starting with problems that have a difference of -1 is suggested. The following example shows a sequence of problems that can be used to illustrate this strategy.<br />
<br />
Example:<br />
Start with 4 - 4, move to 4 - 5, 4 - 6, and then 4 - 7<br />
<br />
<i><b>Adjusting One Number to Create an Easier Problem:</b></i> This strategy involves the adjustment of the minuend or subtrahend to make a "friendlier" number. It is important to keep in mind when this is done that an adjustment to the answer must be made.<br />
<br />
Example:<br />
<br />
60 - 29<br />
60 - 30 = 30<br />
30 + 1 = 31<br />
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<i><b>Keeping a Constant Difference: </b></i>The difference/space between the minuend and subtrahend remain constant when the minuend and subtrahend are adjusted by the same amount.<br />
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Example:<br />
25 - 8<br />
27 - 10 = 17<br />
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I hope you find the overview of each strategy helpful, if you have not snatched up a copy of the book yet. It's a phenomenal resource!<br />
<b><br /></b>
<b>Please feel free to share your comments and/or take-ways from chapter 6! </b><br />
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AND-- Just a reminder that this is our <b>last day</b> for collecting question for Sherry Parrish's Q & A!<br />
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<b>Here are the questions we have so far:</b><br />
<br />
<i>What suggestions do you have for the implementation of number talks as a building? Steps for beginning? Unforeseen obstacles?</i><br />
<i><br /></i>
<i>Do you ever use number talks with missing addends?</i><br />
<i><br /></i>
<i>I teach fifth grade, and I have not used number talks. None of my colleagues before me have used number talks. Where do I begin?</i><br />
<br />
<b>Please share any question you have! Simply send them to <a href="mailto:guidedmathadventures@gmail.com">guidedmathadventures@gmail.com</a>.</b> <br />
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Looking forward to a discussion of Chapters 7 & 8 this coming Thursday!<br />
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All the best for a wonderful week--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com2tag:blogger.com,1999:blog-8283889087342594043.post-20335133776296256452015-02-02T21:22:00.001-06:002015-02-07T09:43:05.830-06:00Number Talks Book Study -- Chapters 5Hello from snowy Illinois! Today we continue our <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><i><b>Number Talks</b></i></a> book study sponsored by <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-4.html" target="_blank"><b>The Elementary Math Maniac</b></a>. We move on to a discussion of chapters 5. Originally, I had planned to discuss chapter 6 as well, but I will be lumping chapter 6 with chapter 7 in next Sunday's post. Both chapters focus on designing purposeful number talks in the 3-5 classroom.<br />
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To read past chapter posts, visit the <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>! <br />
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It feels a bit funny saying this is an excellent chapter because they're ALL wonderful. But, this chapter brought back memories of teaching third and fifth grade for many years and provided for a huge amount of self-reflection and assessment of days gone by. At the same time it serves as affirmation for my current practices and fuel for the future.<br />
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I have spent the majority of my years teaching 3-5 grade students, moving to second grade four years ago. I have to say I loved my days at 3-5, and parting ways was not due to a growing dislike for the age, burnout, our a need for change due to becoming stagnant. My decision to move grade levels was actually due to what I noticed about my fifth grade students year after year--a lack of conceptual knowledge in mathematics that was accompanied by a series of memorized steps to get an answer. Did I move to second grade because I was tired of taking them "back to the basics"? No! Was I frustrated by what was done before they got to me? Honestly, yes. Did I play the blame game? At times. Is this where it stopped? No. I have been blessed to be surrounded by outstanding educators during the 20+ years I have been at this, and I can't say a focus on procedures without the depth of understanding was intentional by my students' previous teachers, but I do believe it came with a lack of understanding/knowledge--and, yes, I was in the same boat many years ago myself. What is most important? Self-reflection and a commitment to continuous growth. Chapter 5 has something for everyone, whether you teach 3-5 or not!<br />
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<b>Chapter 5: How Do I Develop Specific Addition and Subtraction Strategies in the 3-5 Classroom?</b><br />
<br />
Chapter 5 begins by outlining five number talk goals for 3-5:<br />
<br />
<b>Number Sense:</b> Number talks help to develop number sense by---asking students to assess the reasonableness of a solution, having students make estimates BEFORE choosing a strategy to solve an equation, and requiring students to justify their solutions. These behaviors place emphasis on understanding, not on the memorization of steps/procedures. Parrish's discussion of the importance of students' abilities to estimate is almost identical to that shared for K-2. Just recently, I have experienced the power of having students make estimations before selecting a strategy. I began using number talks with my students about a month ago, but most recently I began our number talks with some estimation. <br />
<br />
With my second graders, I asked students to answer 2-3 questions and justify their thinking. For example, <i>Is 50 a reasonable solution? Could the sum be 100?</i> and we moved to more general questions such as, <i>About how much is each addend? What is a good estimate of the sum? </i><br />
<br />
How has this helped? The number of incorrect solutions has reduced
considerably with 1-3 solutions being shared, and students who had not
previously shared began to share (their thinking being recorded for all
to see "up on the board"). Asking students to estimate before finding a
solution creates the mindset for reasonableness. Below you can see a
number talk without (left) and with estimation BEFORE (right).<br />
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<b>Place Value:</b> I think this quote says it all, "The true test of whether students understand place value is if they can apply their understanding to computation." Place value should be a focus for understanding and application at ALL levels.<br />
<br />
<b>Fluency:</b> As shared in a previous K-2 post, Parrish states,<i> "Fluency is knowing how a number can be composed and decomposed and using that information to be flexible and efficient with problem solving."</i> When students have fluency with composing and decomposing "small" numbers they begin to understand that this can also be done with greater numbers. This is foundational for understanding that making landmark/"friendly" numbers makes mental computation easier. Such fluency is essential at all levels and is strengthened with the use of number talks. <br />
<br />
<b>Properties: </b>Parrish stresses how number talks foster students' use of their own strategies and their thinking can be directly linked to mathematical properties. This in turn creates opportunities for students to apply properties while understanding their meaning. Can you see the use of any properties in the strategies recorded in the following number talk?<br />
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<b>Connecting Mathematical Ideas:</b> Whenever possible, help students to understand that mathematical concepts are related. Some examples Parrish shares, How can addition be used to solve subtraction problems? How are arrays in multiplication related to division?<br />
<br />
Chapter 5 goes on to overview the use of an <b>open number line and part-whole box</b>.<br />
<br />
<b>Open Number Line:</b> If you are not familiar with open number lines, I highly recommend this introduction by Jeff Frykholm--<a href="http://catalog.mathlearningcenter.org/files/media/rekenrek/numberline_overview.pdf" target="_blank"><b>Learning to Think Mathematically with the Number Line</b></a>. It comes from his book of the same name. <b><a href="http://catalog.mathlearningcenter.org/store/product-8333.htm" target="_blank">Click here to learn more and view a sample lesson.</a> </b>The open number line is a strategy many of my students use to model their thinking.<br />
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Also, Dreambox is a wonderful resource for using the open number line on an interactive whiteboard/computer--<b><a href="http://www.dreambox.com/blog/teaching-number-sense-using-the-open-number-line" target="_blank">Teaching Number Sense Using the Open Number Line</a></b>.<br />
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<b>Part-Whole Box:</b> This visual helps students understand the relationship between parts and a whole. Part-whole boxes are ideal for use when solving word problems with the unknown in different positions (start unknown, change unknown, and result unknown). <br />
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<a href="http://www.eduplace.com/state/pdf/hmm/trb/1/1_03.pdf" target="_blank"><b>Download a simple part-whole box here!</b></a><br />
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Parrish continues by stressing the importance of <b>using real-life contexts, discussing efficiency, and anticipating student thinking</b> (as presented for K-2 in <a href="http://www.guided-math-adventures.com/2015/01/number-talks-book-study-chapter-3.html" target="_blank"><b>chapter 3</b></a>). <br />
<br />
Finally, <b>three common addition strategies, and five common subtraction strategies,</b> are shared. These illustrations are great for helping teachers anticipate the strategies their students will use and how to record them.<br />
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<b>We would love to hear your thoughts about chapter 5, so feel free to leave a comment! </b><br />
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<b>AND, keep those questions coming!</b> <span class="userContent" data-ft="{"tn":"K"}">Sherry
Parrish, the author of <i><b>Number Talks</b></i>, will be doing a Q&A after the
completion of our book study! <b>We will take questions through this coming Sunday--so don't hesitate to ask!</b> You may send questions to
<a href="mailto:guidedmathadventures@gmail.com">guidedmathadventures@gmail.com</a><wbr></wbr>. Thanks go out to Sherry!</span><br />
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Lastly, stop back this Sunday for <b>Chapter 6 & 7!</b><br />
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Have a fabulous week--<br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-26894790478130063652015-01-26T19:33:00.001-06:002015-01-28T15:35:19.780-06:00Number Talks Book Study -- Chapter 4Welcome back--so sorry this post is a day late<b>.</b> As they say, better late than never! Today we discuss Chapter 4 of <i><b>Number Talks</b></i> by Sherry Parrish--all part of our book study sponsored by <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-3.html" target="_blank"><b>The Elementary Math Maniac</b></a>. It's a chapter all about number talks for the K-2 classroom.<br />
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To read past chapter posts, visit the <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>! <br />
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<b>Chapter 4: How Do I Design Purposeful Number Talks for the K-2 Classroom?</b><br />
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Chapter 4 is nicely organized into sections for kindergarten, first, and second grade. Even though I am a second grade teacher, I found it important to delve into the other grades as well. I recently began number talks in the whole group setting, but I have always had "chats", as we call them, in small guided math groups. For this reason, the information present for each grade level is equally as valuable. Plus, I think it important to understand where our kids come from and where they are headed.<br />
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I will try to discuss the essence of the information presented for each grade level. In order to benefit fully from this chapter, that also presents numerous examples of number talks that can be used at each grade level, you will need to get a copy of the book--highly recommended. :0) At the same time, I have inserted a couple of kindergarten number talk videos for those who do not have the book.<br />
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The chapter begins by overviewing the contents of the chapter and the focus of number talks at each grade level: kindergarten--fluency, first grade--addition, and second grade--addition and subtraction.<br />
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In kindergarten, the focus of number talks should be talking about numbers, counting, building fluency with small numbers, and one-to-one correspondence. Additionally, all of the skills mentioned can be developed through the use of dot images, rekenreks, and five and ten frames. <br />
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<b>Dot Images</b><br />
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<b>What is a dot image?</b> A dot image is simply a specific number of dots arranged in a particular way.</div>
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<b>Why use dot images?</b> Parrish stresses that dot images provide opportunities for students to work on counting, <b><a href="http://gse.buffalo.edu/fas/clements/files/Subitizing.pdf" target="_blank">subitize</a></b>, see numbers in different ways, and learn different combinations of numbers.</div>
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Here's a great article about subitizing:<br />
<a href="http://gse.buffalo.edu/fas/clements/files/Subitizing.pdf" target="_blank"><b>Subitizing: What is It? Why Teach It? </b></a></div>
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You can also check out the following video of a kindergarten number talk using ten frames and dot images. It is one of the videos included on the DVD that accompanies the book (found on YouTube). It's wonderful to hear kindergartens verbalizing their understanding.</div>
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Dot images are SO simple to make. Got some index cards and dot stickers (found by the garage sale tags)? You have all you need to create! I also like to use paper plates--a little tip that I was given a few summers ago.<br />
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<b>Rekenreks</b><br />
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<b>What is a rekenrek? </b>A rekenrek has two strings of beads positioned parallel to one another. Each string has ten beads of two different colors (typically red and white). One row of beads can be used at a time (fluency to 10), or both strings can be used together (fluency to 20).<br />
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<b>Why use rekenreks?</b> Rekenreks help students see the relationship between numbers, subitize, and build fluency. <br />
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You will find a wonderful series of number talks using the rekenrek (from 3 to 10) for kindergartens in chapter 4.<br />
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Also, enjoy the following rekenrek number talk from MathSolutions (also included on DVD) from YouTube. <br />
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As you see in the video, the kindergartners are using homemade rekenreks. <b> </b></div>
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<b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_MjhhWGp6MFJiNTQ/view?usp=sharing" target="_blank">Make your own rekenreks!</a></b></div>
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<b>Rekenreks to Purchase</b></div>
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<a href="http://mathrack.com/" target="_blank">The Math Rack</a></div>
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<a href="http://www.enasco.com/product/TB22807T" target="_blank">ENasco</a> </div>
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<b>Digital Rekenreks</b></div>
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<a href="http://www.ictgames.com/brilliant_beadstring_with_colour.html" target="_blank">Brilliant Beadstring</a> (ictgames.com)</div>
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<a href="https://itunes.apple.com/us/app/number-rack-by-math-learning/id496057949?mt=8" target="_blank">Number Rack</a> (iPad app)</div>
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<b>Five and Ten Frames</b><br />
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Nowadays, I would say most teachers know what five and ten frames are. Five and ten frames are excellent for helping students visualize addition and subtraction, understand place value, subitize, and build fluency. <br />
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As you saw in the first video, ten frames can easily be used in number talks and powerful discussions and reasoning arises.<br />
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Parrish provides a collection of five and ten frame number talks. I especially liked her discussion of how posing different questions about ten frames can change the purpose and focus of each ten frame.<br />
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Need ten frames? <a href="https://www.teacherspayteachers.com/Product/Ten-Frame-Math-Tools-to-Help-Support-the-Common-Core-FREE-312020" target="_blank"><b>Feel free to download this freebie!</b></a><br />
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In <b>first grade</b>, dot images, rekenreks, and ten frames are equally as
important, yet you will see number sentence number talks (addition) are also included in the chapter. The three tools, along with number sentences, are nicely interwoven by strategy from counting all/counting on, doubles/near doubles, to making ten. This allows a natural progression from the use of tools to number sentences.<br />
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<b>Second grade</b> number talks are designed to "foster specific computation strategies". For this reason, you will find that the number talks presented are organized by strategy and categories. Categories include: introductory number talks that encourage a specific strategy, number talks for students that are successfully using a selected strategy, and those for students to use and extend a targeted strategy.<br />
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As a second grade teacher, I have found this especially useful. Addition and subtraction number talks are presented with simple instructions for each. I choose my number talks carefully, and Chapter 4 is a great resource along with the equations I design myself.<br />
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If you teach K-2, I am sure you found, or will find, this chapter just as useful as I did!<br />
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We would love to hear your experiences with number talks or your thoughts about using them with your students. Please feel free to share in a comment!<br />
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<b>AND, keep those questions coming!</b> <span class="userContent" data-ft="{"tn":"K"}">Sherry
Parrish, the author of <i><b>Number Talks</b></i>, will be doing a Q&A after the
completion of our book study!<b> Feel free to email us with any questions you have for Sherry.</b> You may send questions to
<a href="mailto:guidedmathadventures@gmail.com">guidedmathadventures@gmail.com</a><wbr></wbr>. Thanks go out to Sherry!</span><br />
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb2CUMTtgS7SDl09LEuzKtRlRvZ-4Jz688nS5j3x8WEDzpMjUYlrjFVBHCGsi28grdqmAGPN0jBk2xwMTwfw9hRLtmuJLUcwWAz9caZvUywurYL89ad2_wkRAhUdce4O2_g3h7fQCW0_s/s1600/SherryParrishQ&A.png" height="464" width="640" /><br />
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Lastly, stop back this Sunday for <b>Chapter 5: Student Thinking and Number Talks in the 3-5 Classroom</b>! Looking forward to it!<br />
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All the best--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com0tag:blogger.com,1999:blog-8283889087342594043.post-49191623093381343092015-01-25T16:37:00.001-06:002015-01-25T16:40:49.506-06:00A Hundred Days Smarter & Number Talks Chapter 4 to Come Tomorrow...Hello! Today I come to you with news of a delay. I got up to do my <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><i><b>Number Talks</b></i></a> Chapter 4 post this a.m. and discovered I had left the book on my desk at school. SO, I will have to ask you to stop back tomorrow night to read my discussion of Chapter 4. My apologies!<br />
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<b>BUT</b> you just might be interest in my <a href="https://drive.google.com/file/d/0B_1w1VapXOL_cGozVHctNGRhcEE/view?usp=sharing" target="_blank"><b><i>A Hundred Days Smarter</i></b></a> math workstations for celebrating the 100th day of school.<br />
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I updated the stations I did last year and added one. I would like to share them with you! Simply click the pic below to download your copy. They will be used as workstations while I work with guided math groups.<br />
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Our 100th day is next Monday! If yours has past, hope you had fun! If yours is still to come, hope these can be of use. Enjoy!<br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_cGozVHctNGRhcEE/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_cGozVHctNGRhcEE/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWCGKOWi2Am3NQmeVqBFyuawapzy3fRkKWlbhI6DdLqF_45pUcOuvSWSSrVWjHWU9x7h37_R09t3CgDDHLmqvj03aeCAz2u2NQSl0YDf16RbYXota5M3kquIw6Ek-nrxNCYNDQPhB8nzQ/s1600/HundredDaysSmarterPreview.png" height="382" width="640" /></a></div>
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Please look for my <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><i><b>Number Talks</b></i></a> discussion of Chapter 4 to be posted tomorrow evening! To read past book study posts, visit the <b><a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank">book study archive</a></b>.<br />
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Smiles,<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-55203646702328671462015-01-18T14:16:00.000-06:002015-01-18T19:32:33.580-06:00Number Talks Book Study -- Chapter 3Welcome back to our book study of <a href="http://www.amazon.com/dp/1935099116/?tag=googhydr-20&hvadid=48038534928&hvpos=1t1&hvexid=&hvnetw=g&hvrand=13709337272054828315&hvpone=&hvptwo=&hvqmt=e&hvdev=c&ref=pd_sl_ow614pcaz_e" target="_blank"><i><b>Number Talks</b></i></a>, by Sherry Parrish, hosted by <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-2.html" target="_blank"><b>The Elementary Math Maniac</b></a>. Today we discuss Chapter 3. This chapter is one that any K-2 teacher should read whether doing number talks or not. It is all about helping students develop essential strategies.<br />
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To read past chapter posts, visit the <a href="http://www.guided-math-adventures.com/p/number-talks-book-study-archive.html" target="_blank"><b>Number Talks Book Study Archive</b></a>! <br />
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<b>Chapter 3: <i>How Do I Develop Specific Strategies in the K-2 Classroom</i></b><br />
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To begin<b>,</b> four overreaching goals for K-2 Number Talks were presented:<br />
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<b>Developing number sense: </b> Number sense is developed when students are asked to determine the reasonableness of the solutions shared in a number talk. Since recently starting number talks in our classroom, this is something that has naturally come out as strategies are shared. I have been asking if students who did not arrive at the same solution would like to share their thinking. More times than not, a student will say something like, "That didn't make sense." As students listen to strategies shared by others, and thinking is recorded for all to see, they are more readily able to see their own misconceptions---furthermore, they are more willing to share because they can "correct" their thinking for all to hear. In the pic below you can see solutions that have been crossed out with names by them. This indicates that students have shared why their solutions were not reasonable. When discussing number sense as it relates to number talks, Parrish goes on to stress the importance of students being able to make estimations. She suggests having students make estimations BEFORE solving problems. This is something I do much less than asking students to use estimation AFTER they have come to a solution in order to assess reasonableness. In the pic below, we were just beginning a number talk. This would be a perfect time to ask students to estimate---"Could 30 be the solution/sum?", "Is 100 a reasonable estimate of the solution?", etc. What other questions do you think could be asked to encourage estimation before students begin using a strategy to solve?<br />
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<b>Developing Fluency with Small Numbers:</b> Fluency is "knowing how a number can be composed and decomposed and using that information to be flexible and efficient with solving problems." If students are able to compose and decompose "small" numbers, they are able to apply this same thinking when faced with a variety of numbers. As you can see in the pic below, the student knows that 26 is the same as 4 + 22. Therefore, she can use the 4 to make an even ten, 30, and she went on to say it could be easily added in her head.<br />
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<b>Subitizing:</b> If a student is able to subitize, he/she is able to immediately recognize a group of objects as a single unit. The use of dot images, ten frames, and rekenreks in number talks help children understand the value of a number and its parts. Dot models for subitizing can easily be made with colored dot stickers (the kind you find with garage sale price tags at any office store) and paper plates. Simply flash the image (for just a few seconds) and ask students to tell you what number is represented by the dots. Students will visually group the dots in a way that is easy for them to "count". Showing the different ways that students arranged the dots in their heads to figure out the number serves as an appropriate number talk for primary students.<br />
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<b>Making Tens:</b> As we all know, understanding ten is vital to an understanding our number system. In our classroom, we are constantly talking about the "power of ten"! Parrish shares some EASY ways to help students organize objects into units of ten: use a weekly classroom estimation jar (great for estimation and counting the actual number of objects in groups of five and ten), use five and ten frames in calendar for charting number of days in the school year, have students use interlocking cubes to build towers to match height (counting cubes by grouping tens), and have students help group classroom materials (in tens). In the first pic in this post, you can see the ten frame model of the days of the school year in the background. <b>Please stop back if you would like a copy of the class display, but for now you can <a href="https://drive.google.com/file/d/0B_1w1VapXOL_N2FwM3RoaG9Dc3c/view?usp=sharing" target="_blank">download a copy that students use</a> to track the days of the school year.</b> I will load the classroom display template ASAP when I get back to school.<br />
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In chapter 3, the <b>use of models and tools </b>is of great focus for K-2 teachers. Parrish provides a rationale and overview of using the following: dot images, rekenreks, five and ten frames, number lines, and hundred charts. Illustrations of their use are also provided.<br />
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Parrish goes on to discuss using <b>real-life contexts</b> for problems. SO IMPORTANT! A real-life context makes math relevant, meaningful, and accessible. She also provides a context for using addition and subtraction that gives strategy examples and sample problems. I especially appreciated her discussion of subtraction as much more than simply taking away, but finding difference, comparing values, and part-whole relationships as well. Creating a context for each is essential to student understanding.<br />
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<b>Discussing efficiency</b> with your students is also important! Love the idea of having students use fingers to rate the efficiency of strategies and justifying their thinking (p. 53). <br />
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Finally, Parrish illustrates <b>eight common addition strategies and two common subtraction strategies that students use.</b> These illustrations are great for helping teachers anticipate the strategies their students will use and how to record them (as discussed in detail in Chapter 2). <br />
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Great stuff in chapter 3!<br />
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<b>We would love to hear your experiences, ideas, and comments about helping students develop strategies.</b><br />
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AND, DON'T FORGET---<span class="userContent" data-ft="{"tn":"K"}">Sherry
Parrish, the author of <i><b>Number Talks</b></i>, will be doing a Q&A after the
completion of our book study! <b>We are collecting questions now,
so feel free to send in any questions you have for Sherry from now up until
the first week in February.</b> You may send questions to
<a href="mailto:guidedmathadventures@gmail.com">guidedmathadventures@gmail.com</a><wbr></wbr>. Thanks go out to Sherry!</span><br />
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Join us next Sunday for Chapter 4!<br />
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All the best for a wonderful week--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-90332127055873028632015-01-14T22:49:00.000-06:002015-01-18T14:07:34.219-06:00Number Talks Book Study - Chapter 2, Cont. & Makin' It Math LinkyGood day! Today's post serves two purposes---the continuation of our book study of <a href="http://www.amazon.com/Number-Talks-Computation-Strategies-Connections/dp/1935099655" target="_blank"><i><b>Number Talks</b></i></a>, by Sherry Parrish, and our mid-month <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b>Makin' It Math</b></i></a> linky. Therefore, make-its will be intertwined in a discussion of Chapter 2.<br />
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To read my previous <i><b>Number Talks</b></i> discussion of Chapter 1, and the beginning of Chapter 2, please <a href="http://www.guided-math-adventures.com/2015/01/number-talks-book-study-chapters-1-2.html" target="_blank"><b>CLICK HERE</b></a>!<br />
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<b>Chapter 2: How Do I Prepare for Number Talks, continued. </b><br />
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First, I would like to share how my students got prepared for number talks. My students do A LOT of talking about math--explaining their thinking, justifying their solutions, comparing/contrasting their strategy use with that of their classmates, assessing the reasonableness of solutions--all while showing respect for their fellow classmates. BUT, I wanted to introduce my students to the Number Talk procedures outlined in the text because there were components of number talks that I had not used. I felt my students would benefit greatly from the consistency in procedures as well. <br />
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We began, as we do with anything "new", by making a list of expectations. We did this at the beginning of the year when preparing for what we call math "chats", so I thought it fitting to do the same with number talks. I talked to my students about how a number talk would work and asked them to generate a list of behaviors they felt would be important to show during this time. It's interesting how the first two behaviors on their list are almost directly stated from our social skills program and are quite fitting. Loved how "think together" was put on the list. I helped them with the word "praise" as a description of the kinds of positive things we say to one another when sharing ideas, even when there are some errors in thinking. <br />
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I also introduced the silent hand signals they would be using during number talks. We practiced them several times before having our first "official" number talk. The signals are posted as reminders, yet they will not be needed long... Feel free to download these simple posters by clicking the pic below.<br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_dVIxVHFSYTduZEU/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_dVIxVHFSYTduZEU/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2RZNhmciAmwBs3oEflWYp0-p3nHMuaCsb-xdMQw4ejvL__MHLtmg-eRFjLZyTgIosru8iikkR8pRq3GBApzwjy9SQrcyoHE2Kal0zvArJNxKMeVwgV6DIH-L6HIqtLmgTfhaMqP0IjWQ/s1600/NumberTalkHandSignals.png" height="420" width="640" /></a></div>
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I felt my students were ready to go, so I had to make sure I was ready.<br />
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Chapter 2 helped to prepare me...<br />
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After sharing four procedures and expectations essential to number talks, Sherry Parrish goes on to help teachers understand how important it is to anticipate the ways students will come to a solution. She suggests thinking through the possible strategies students may use to solve a given problem. Even if you are not able to anticipate all of the strategies students will use, preparing yourself ahead of time in this way will increase your ability to understand what is being shared during the number talk. Parrish also stresses the importance of thinking about how you will record students' thinking so that it clearly illustrates each strategy for students.<br />
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Below you will see some pictures of how I recorded students' thinking during two different number talks. I will be recording on the SmartBoard just as soon as my computer glitches are fixed. This will be a nice way to store records for easy reference. For now, I am doing it on chart paper. <br />
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I chose the problems carefully as suggested early in chapter 2. The majority of my students' understanding of place value is strong, and many use this understanding when adding two digit number, yet I wanted the whole class to see how making a landmark or "friendly" number can work (a strategy that some students have worked with in small guided math groups). <br />
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Would love to hear your comments about what you see recorded. Why do you think solutions are crossed out with names written next to them in the second pic? What do you notice about Abbi's thinking from one day to the next? <br />
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As I reflect, one of my goals will be the addition/breaking up of each place value as described in the text to illustrate the separation of each digit's value in a different way.<br />
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Example:</div>
<div style="text-align: center;">
29 + 29 </div>
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(20 + 9) + (20 + 9)</div>
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(20 + 20) + (9 + 9) </div>
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Have I said how much I love number talks already?? <br />
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Moving on...<br />
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I am sure many of you thought about student accountability when reading. I did. Parrish makes six wonderful suggestions for <b>developing students' accountability</b>: <br />
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<ul>
<li>Ask students to use finger signals to indicate the most efficient strategy.</li>
<li>Keep records of problems posed and the corresponding student strategies.</li>
<li>Hold small-group number talks throughout each week.</li>
<li>Create and post class strategy charts.</li>
<li>Require students to solve an exit problem using the discussed strategies.</li>
<li>Give a weekly computation assessments.</li>
</ul>
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AND--What if students still need to develop mental reasoning? Make manipulatives accessible, and use tools such as number lines, hundred charts, rekenreks, and ten frames as appropriate for developing conceptual understanding that is foundational to mental reasoning.<br />
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Finally, Parrish suggests <b>five small steps toward teaching for understanding</b>:<br />
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<ul>
<li>Start with small problems to elicit thinking from multiple perspectives.</li>
<li>Be prepared to offer a strategy from a previous student.</li>
<li>It is all right to put a student's strategy on the back burner.</li>
<li>As a rule, limit your number talks to five to fifteen minutes.</li>
<li>Be patient with yourself and your students as you incorporate number talks into your regular math time. </li>
</ul>
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In the coming chapter readers receive support for developing specific strategies in their K-2 classrooms. Hope you will stop back this coming Sunday for a discussion of Chapter 3! <br />
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Now, some WONDERFUL NEWS!<br />
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<span class="userContent" data-ft="{"tn":"K"}">Sherry
Parrish, the author of <i><b>Number Talks</b></i>, will be doing a Q&A after the
completion of our book study! We are collecting questions now,
so feel free to send in any questions you have for Sherry from now up until
the first week in February. We will also include a reminder in each of
our book study posts. You may send questions to
<a href="mailto:guidedmathadventures@gmail.com">guidedmathadventures@gmail.com</a><wbr></wbr>. Thanks go out to Sherry!</span><br />
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Last, but not least, we would love for you to leave your comments and link up any math made-its you would like to share!<br />
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Smiles,<br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com1tag:blogger.com,1999:blog-8283889087342594043.post-56146765785243599522015-01-11T11:35:00.000-06:002015-01-11T18:43:26.643-06:00Number Talks Book Study - Chapters 1 & 2Welcome! So glad you stopped by to join us for our new book study sponsored by the <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-1.html" target="_blank"><b>Elementary Math Maniac</b></a>. Today we focus on chapters 1 & 2 of <i><b>Number Talks</b></i> by Sherry Parrish.<br />
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While we are participating in a book study, we also want to provide followers (who have not purchased the text) with <b>additional</b> resources to help them understand the essence of number talks and the impact they have in the classroom. These will be imbedded into chapter discussions, hopefully not to confuse, but to create further understanding beyond the text. Over the course of the coming weeks, our own experiences with number talks will also be shared. Please feel free to join in!<br />
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<b>Chapter One: What is a Classroom Number Talk? </b><br />
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I appreciate how Sherry Parish begins chapter one, sharing her experiences visiting a second and third grade classroom and asking students to share their reasoning behind subtracting. Their reasoning was focused on using the standard algorithm, but the conceptual understanding behind its use was lacking. As the second grader stated, "That's just how you do it when the bottom number is bigger than the top."<br />
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This brought back memories of pretesting my fifth graders many years ago and discovering they were able to add fractions, change improper fractions to mixed numerals and vice-versa, etc.---with very few students understanding why they were performing the steps they were. They had memorized the steps taught the previous year, and three quarters of the class did not understand the meaning of a fraction or mixed numeral in the first place. Some teachers, when faced with this situation, would spend some time complaining and casting stones at the previous year's teacher, but I would like to think that most would immediately begin helping their students develop the conceptual understanding and why what they were doing worked and that there are other ways of thinking. Parrish provides support for this very thing--talk about it.<br />
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One of the things I like most about Sherry Parrish's presentation of number talks is that she shares a journey she has taken--one that has "challenged and refined my thinking about what it means to be mathematically powerful". I think anyone who delves into this text will challenge and refine their thinking as well--no matter where they are in their own journey.<br />
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It is also a journey she has not taken alone. She acknowledges many, including Ruth Parker, who began work with number talks many moons ago. Enjoy the following video of Ruth Parker's presentation, <b><i>Do We Really Want them to Reason?</i></b> at the Key Curriculum Ignite event at the 2012 CMC-North conference in Asilomar.<br />
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<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/hS4ZfWs5_xI?feature=player_detailpage" width="640"></iframe>
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<i><b>So, what is a number talk?</b> </i> Parrish defines a number talks as "a classroom conversations around purposefully crafted computation problems that are solved mentally."<br />
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In chapter one, Parrish goes on to describe a number talk in a third grade classroom and shares five key components of a number talk, yet seeing a number talk in action brings it all to life. Below you can watch three videos. The first is the introductory video clip shared on the DVD that accompanies <i><b>Number Talks</b></i>, by Sherry Parrish. The second is a third grade number talk video that comes directly from the DVD as well (both courtesy of MathSolutions). The third is a fourth grade number talk (courtesy of Math Perspectives). After watching the videos, an overview of chapter one will be shared.<br />
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<b>Introduction</b></div>
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<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/la3_trsAnMs?feature=player_detailpage" width="640"></iframe>
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<b>Third Grade Number Talk -- </b><a href="http://www.mathsolutions.com/videopage/videos/Final/Classroom_NumberTalk_Gr3.swf" target="_blank"><b>CLICK HERE!</b></a></div>
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<div style="text-align: center;">
<b>Fourth Grade Number Talk </b></div>
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<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/Ihz-0pGmhLI?feature=player_embedded" width="640"></iframe>
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You can also read a <a href="http://www.mathperspectives.com/num_talks.html" target="_blank"><b>brief history of number talks on the Math Perspectives website</b></a> where the above video was taken from. <br />
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<b>Five key components of a number talk are shared in chapter one. I have pulled one quote from each component that best illustrates the component. </b><br />
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<ul>
<li><b>Classroom Environment and Community</b> - "The culture of the classroom should be one of acceptance based on a common quest for learning and understanding."</li>
</ul>
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<ul>
<li><b>Classroom Discussions </b>- As you saw in the above videos, the teachers are recording students' thinking and giving them the opportunity to explain their own strategies and express their understanding of fellow students' strategies. Answers are shared and justified. In both videos you can also see the students' use of a thumb to indicate a solution. Students should also be encouraged to put up additional fingers as they come up with other strategies while they are waiting. This is a strategy that I do not currently use and plan to implement this week! Love this quote, "In number talks, wrong answers are used as opportunities to unearth misconceptions and for students to investigate their thinking and learn from their mistakes."</li>
</ul>
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<ul>
<li><b>The Teacher's Role</b> - "Since the heart of number talks is classroom conversation, it is appropriate for the teacher to move into the role of the facilitator." In the fourth grade video, you saw the multiple pathways shared for figuring out the perimeter of the square and halving the area of the rectangle. I liked how the teacher also presented a "situation" or context for the problem, yet she did not lead students in any way. </li>
</ul>
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<ul>
<li><b>The Role of Mental Math</b> - "When students approach problems without paper and pencil, they are encouraged to rely on what they know and understand about the numbers and how they are interrelated." In this way, focus is not place on steps that are memorized. Students are forced to use their understanding of place value. Parrish also discusses the importance of writing problems horizontally to encourage the use of a number's value instead of focusing on digits when arranged in columns. </li>
</ul>
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<ul>
<li><b>Purposeful Computation Problems</b> - "The teacher's goals and purposes for the number talk should determine the numbers and operations that are chosen." One of the best parts of the text is the inclusion of number talks with a strategy focus. Readers are given a strategies table in the beginning of the text that outlines the strategy, appropriate grade levels, and page number where it can be found in the text. Do not use random problems. </li>
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Thought you might enjoy reading the following articles as well...<br />
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<ul>
<li><a href="http://www.mathperspectives.com/pdf_docs/mp_lesson_ntalks_distinction.pdf" target="_blank"><b>What is the distinction between a Lesson and a Number Talk?</b><i><b> </b></i></a>by Kathy Richardson (courtesy of Math Perspectives). </li>
<li><b><a href="http://www.mathsolutions.com/documents/NumberTalks_SParrish.pdf" target="_blank">Number Talks: Building Mathematical Reasoning</a></b> by Sherry Parrish (courtesy of Teaching Children Mathematics, Oct 2011)</li>
<li><a href="http://www.mathsolutions.com/documents/How_NT_Support_CCSS_Mathematics.pdf" target="_blank"><b>How Number Talks Support the Common Cores Standards for Mathematics</b></a> (included in <i><b>Number Talks</b></i> by Sherry Parrish--courtesy of MathSolutions) </li>
</ul>
Here's another number talks resources: <a href="http://www.insidemathematics.org/classroom-videos/number-talks" target="_blank"><b>Inside Mathematics--Number Talks</b></a><br />
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<b>Chapter 2: How Do I Prepare for Number Talks?</b><br />
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Great chapter! <b><span style="background-color: #a2c4c9;">My first suggestion for preparing-----BUY THE BOOK! It is well worth the investment, I promise!</span> </b>There's a lot in this chapter, so I have decided to break chapter 2 up into an additional post this coming Thursday to accompany our <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b>Makin' It Math</b></i></a> mid-month linky. Below is a discussion of the beginning of the chapter... <br />
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Even though number talks are designed to be only 5 to 15 minutes long--Parrish presents four procedures and expectations that are essential to number talks. <br />
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<b>Select a designated location that allows you to maintain close proximity to your students for informal conservations and interactions.</b> This serves to build community and lends to informal assessment on your part.<br />
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<b>Provide appropriate wait time to ensure the majority of the students have accessed the problem. Student engagement and participation are expected from all students. </b> The quiet thumb signal is a great strategy for this. Please stop back in a future post when I share how I begin use of this with my students.<br />
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<b>All answers are accepted, respected, and considered.</b> Model this as a teacher! Show your acceptance of ideas, affirmation of thinking, and praise all efforts.<br />
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<b>Encourage student communication throughout the number talk.</b> THINK-PAIR-SHARE! It's been around ever since I can remember--use it! Student engagement is high and those who are reluctant to share have an opportunity to share outside of the whole group. I have seen this strategy build confidence in those reluctant to share as they DO begin to share in the whole group. "Having the opportunity to ponder other approaches strengthens our won mathematical foundation and understanding."<br />
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Please feel free to visit<a href="http://www.guided-math-adventures.com/2014/07/guided-math-in-action-book-study.html" target="_blank"><b> a previous post shared during our <i>Guided Math in Action</i></b></a>, by Dr. Nikki Newton, book study that relates to this procedure/expectation.<br />
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Woo-eee! Hope you are hooked and want to learn even more--or as the fifth grade teacher in the introductory video stated it perfectly, "walk through that door".<br />
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Please feel free to share anything you are thinking or wondering about in a comment! <br />
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Please stop back this coming Thursday for more of chapter 2 and some free made-its. AND thank you again to Tara, the <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-1.html" target="_blank"><b>Elementary Math Maniac</b></a>, for hosting this book talk. Head over to check out her post! Below is a schedule for future chapters. Hope you will continue the exploration with us!<br />
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All the best--<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com2tag:blogger.com,1999:blog-8283889087342594043.post-73729121271503649072015-01-07T07:15:00.002-06:002015-01-08T09:04:44.255-06:00Math IS Real Life -- January EditionWelcome! It is our first time linking up with some fabulous fellow math bloggers, <b><span style="font-family: inherit;"> <a href="http://www.4mulafun.com/">4mulaFun</a>, <a href="http://www.theteacherstudio.com/">The Teacher Studio</a>, <a href="http://teachingtoinspirein5th.blogspot.com/">Teaching to Inspire in 5th</a>, AND <a href="http://www.missmathdork.com/">MissMathDork</a> for <i>Math is Real Life.</i></span></b><i><b></b></i><br />
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<a href="http://www.missmathdork.com/2015/01/math-is-real-life-january-2015-edition-spatial-reasoning.html" target="_blank"><img alt="http://www.missmathdork.com/2015/01/math-is-real-life-january-2015-edition-spatial-reasoning.html" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFcUCbmU9s-Sg7-ccAIwZd9hKKRtGD3XoMaWajhgOR9lclIGod43l5wlhtOKDrzyuxN_wPDBbx3gXCDJrK9mjYoHmEIx8rMPBJntWyulySeHJTGV_LLEVwwgP5lJaPtnNwfarzB9rt2j0/s1600/MathISRealLifeButton.png" height="320" width="320" /></a></div>
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Many moons ago, I posted a little sign in my third grade classroom that read, "Become a USER of math, not just a DOER of math." This was after endless conversations about why we learned all the things we did in our third grade math classroom. I have memories of telling the kids they would not be walking about in the grocery store and have someone hand them a worksheet with problems to solve, and they would not open a cookbook with a recipe they want to double and see a multiple choice question in the margin. Yes--we learn to do a lot with math, but if we are not able to USE it for a purpose all the things we know how to DO are no good to us at all. The foundation of our explorations back then, and always will be---understanding the purpose for what we are learning and how it helps us maneuver in our daily lives.<br />
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I would like to share one of my second grade students' recent explorations... <br />
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A few weeks before Christmas break, I was browsing the holiday items at Farm & Fleet, and I happened upon a beaded ornament kit that I knew well--those infamous pipe cleaner beaded wreath ornaments. Well, I had to get them, as they brought back memories from my own childhood and I knew my kids would enjoy making them.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9B8YKb4xRkvFPhyj-oKwGc3zbASCn8WTOtoZFstODihZ0ov-jmIzbH1uYhvHpnEtg_3qzrL_ZZzeDs3cd5Uhb1osG1cvQ21eIOHdFM8OwnfPLhG93qZ2CU0XYvEJDzvLHU6N_WgE0Li4/s1600/AOrnamentKit.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9B8YKb4xRkvFPhyj-oKwGc3zbASCn8WTOtoZFstODihZ0ov-jmIzbH1uYhvHpnEtg_3qzrL_ZZzeDs3cd5Uhb1osG1cvQ21eIOHdFM8OwnfPLhG93qZ2CU0XYvEJDzvLHU6N_WgE0Li4/s1600/AOrnamentKit.png" height="400" width="377" /></a></div>
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I got the two kits home, sat down at the kitchen table, and took a closer look at the directions to help determine how I should divide the beads and pack them into individual baggies for my kids. I am always wanting to do things to make things easier in the long run when it comes to prep of materials. I looked at the diagram and figured out how many green beads and red beads I needed to put in each baggie. I got through one kit that made enough for 16 ornaments when I asked myself--"What am I doing? I should have the kids doing this!" I stopped midway and left my nice little prep behind.<br />
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I took the other ornament kit to school that same week and shared it with my kids. I told them how I picked up the ornament kits and they would have to help out with prep before we could make them as a class. I showed them the big bag of green beads, and the small bag of red beads, and told them there were enough beads to make 16 ornaments. I posed the same questions I asked myself at home (replacing the "I" with "we"):<br />
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<ul>
<li>What do we need to do? (separate the beads)</li>
<li>What do we need to know to be able to do it? (how many green and red beads are needed for each ornament)</li>
<li>How are we going to figure it out? </li>
</ul>
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The kids were very quick to answer the first two questions. They needed more information to go further. One student said loudly, "Why don't you just look at the directions, Mrs. Masters?" Ha! Smart cookie! So we looked at the directions, and I knew he was expecting the directions to tell us exactly how many of each bead we needed to make an ornament. NOPE! Here's what we found.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA7IglmWwkX8bJAwiXztxW0yg93Z0V1n7mGgDIY3wb9lxPnGn1JAjsmiJkRDovFHjmrc-vtBm81YPeZU-KOB-ztjdHgjZs5IPasClbDa_RP6rn8WNgDchAZ7Wj10A8Up9cUigoC_tHh2c/s1600/BeadedOrnaments.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA7IglmWwkX8bJAwiXztxW0yg93Z0V1n7mGgDIY3wb9lxPnGn1JAjsmiJkRDovFHjmrc-vtBm81YPeZU-KOB-ztjdHgjZs5IPasClbDa_RP6rn8WNgDchAZ7Wj10A8Up9cUigoC_tHh2c/s1600/BeadedOrnaments.png" height="424" width="640" /></a></div>
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We discussed what we saw--number of each color of bead in the kit, number of pipe cleaners in the kit, a diagram showing how to feed the beads onto the pipe cleaner, and a diagram showing how to bend and tie. Did the directions show us what they needed to know? Well, yes, but they had to do some work. None of the kids chose to focus on the total number of beads in the bag, but their attention WAS drawn to the diagram. BWT this was also a perfect example of using informational text features for a purpose.<br />
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Quite a few hands went up when I asked how what we saw could help us. In our discussions we decided to just count the red beads in the diagram, that was easy--we needed 8 of them for one ornament. Then we saw that each group of green beads had 4 beads, and we needed to have 7 groups of green beads to make an ornament. I asked the kids if they had enough information to help them answer their question, and they said yes. It was time to go to it! Some kids worked together, and some went on their own, to determine how many green beads were needed to make one ornament. No directions were given except for the fact that they needed to show their thinking. Here are some examples of their thinking...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg16TadLxKYxgTTCuBffE095C538BlWFDBkfU00meFeYxcWjsVz9wbc-5LL2Y_W30M05ZE0xYPkuiHtYuDHExDOzqtFmUHMVS3xBMQJfv-LEjiPVr0vkXi0g036IisYytXGzu5-DtTBqMU/s1600/beadthinking.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg16TadLxKYxgTTCuBffE095C538BlWFDBkfU00meFeYxcWjsVz9wbc-5LL2Y_W30M05ZE0xYPkuiHtYuDHExDOzqtFmUHMVS3xBMQJfv-LEjiPVr0vkXi0g036IisYytXGzu5-DtTBqMU/s1600/beadthinking.png" height="388" width="640" /></a></div>
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Each group/individual showed their thinking, explained, and we asked ourselves if what was shared was reasonable. After discussions began, two girls went back to their seats to do some revision. One student in particular noticed this and drew attention to the fact that they left. I asked them why they went back, and they said it was because their answer didn't make sense. I stressed how important it was that the girls realized this and went back to rework. As we say, the trip (journey) is just as important as the solution. We, of course, had some discussions of how repeated addition of equal values is multiplication and how each section of the ornament was a group. Only a few students wrote 7 x 4 or 4 x 7. This exploration was a perfect application of skills learned and served as a foundation for new knowledge as well (multiplication). Not to mention, we had a good-ole'-time making the ornaments and taking them home to put on our trees. Something to remember!<br />
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Thanks to <b><span style="font-family: inherit;"> <a href="http://www.4mulafun.com/">4mulaFun</a>, <a href="http://www.theteacherstudio.com/">The Teacher Studio</a>, <a href="http://teachingtoinspirein5th.blogspot.com/">Teaching to Inspire in 5th</a>, AND <a href="http://www.missmathdork.com/">MissMathDork</a> </span></b><span style="font-family: inherit;">for the opportunity to <span style="font-family: inherit;">link up! </span></span><br />
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ALSO--Just a reminder, starting January 11th, we will be joining Tara, <a href="http://theelementarymathmaniac.blogspot.com/" target="_blank"><b>The Elementary Math Maniac</b></a>, for her book study of <a href="http://www.amazon.com/Number-Talks-Computation-Strategies-Connections/dp/1935099655" target="_blank"><b><i>Number Talks: Helping Students Build Mental Math and Computational Strategies (K-5)</i></b></a> by Sherry Parrish. The text is well worth the investment, and we hope you will join us!<br />
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com7tag:blogger.com,1999:blog-8283889087342594043.post-20188942614499379002015-01-02T14:37:00.001-06:002015-02-04T17:26:40.957-06:00It's a New Year!!It's a NEW YEAR--a Happy New Year to you!!<br />
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It's that time of year--time to celebrate and look ahead... <br />
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To help you celebrate a new year, I have created a couple of FREEBIES for you. Enjoy my <a href="https://drive.google.com/file/d/0B_1w1VapXOL_OXd1WlBpZmMzcWM/view?usp=sharing" target="_blank"><i><b>Winter Walk-About</b></i></a> problem solving activity and <a href="https://drive.google.com/file/d/0B_1w1VapXOL_ODMwdXpROHg3NDg/view?usp=sharing" target="_blank"><i><b>Winter Friends</b></i></a> math games. Simply click each pic to download!<br />
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<span style="background-color: #76a5af;"><b>Update: Please redownload my <i>Winter Friends</i> math games, as there was an error on the "In the meadow..." game board. Sorry for the error! </b></span><br />
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_OXd1WlBpZmMzcWM/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_OXd1WlBpZmMzcWM/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-Yw4gj0HMPAOaqUuujnhXlbPuvQ3XP02cbennvz-R2SS8x83xMcUoKi4X1A0XYGQ-ELZC_p92pfhItCbfoFtBgosVdMCdrR7CZP9JAe8TmfZqFrEJCq1YUPSrKo7QyIrl9rvUWFFUYMs/s1600/WinterWalkAboutFreebie.png" height="466" width="640" /></a></div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_SWtlbi0yN2hSZ1E/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_SWtlbi0yN2hSZ1E/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4gE7sJgzftWT9-PUxNZCSnX45og7WiyXNzHZe9WkL77s6nbyhHwAUzLJsGnOE5JAzeR0PA88zRH5gStMSw92HE4Vk4C6cIcOGj1dlLkZKkRoVA7kM6PaLbEM0R8jTjUQYGz9lhzo2veo/s1600/WinterFriendsFreebie.png" height="510" width="640" /></a></div>
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AND just wanted to share a few of our blogging plans for the year ahead... <br />
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<li>share new-found knowledge (for example, book studies)</li>
<li>provide a closer-look into our work with students in guided math groups</li>
<li>add read and reflect sheets for use with math mentor texts (see Resources on navigation bar)</li>
<li>continue to network with fellow math bloggers </li>
</ul>
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We look forward to another great year with you!<br />
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To start it off, please feel free to join us as we participate in a new book study of, <a href="http://www.amazon.com/Number-Talks-Computation-Strategies-Connections/dp/1935099655" target="_blank"><i><b>Number Talks</b></i> by Sherry Parrish</a>, sponsored by<a href="http://theelementarymathmaniac.blogspot.com/" target="_blank"> <b>The Elementary Math Maniac</b></a>. We will do our best to keep up! See the schedule below.<br />
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All the best to you and yours for a fabulous new year!<br />
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<br />Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com2tag:blogger.com,1999:blog-8283889087342594043.post-59569198603762011392014-12-03T20:11:00.001-06:002014-12-06T09:26:17.541-06:00iHeart Math Holiday HOP!<div style="text-align: center;">
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We are fortunate to join some wonderful math bloggers for a superb hop you are sure to love! Each day in December, through the 23rd, you can hop around and snag some excellent holiday tips and gifts. Don't worry if you are just getting in on the fun--you can hop back to previous blogger posts by clicking on the calendar image above. You can also use the calendar to hop to one blogger after the next as the days unfold, but please note that you will receive an error message until each day arrives. </div>
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<b>HO, HO, HO! Here goes... </b></div>
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<b>Holiday Tips: Giving Back</b></div>
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Our first tip is about giving back. Courtney and I teach in what many call the city with the world's largest lighted parade--the Festival of Lights. Many moons ago, when I started teaching, each classroom of kids made ornaments to display in the Enchanted Forest. Some years later, the forest disappeared from the festivities, and we weren't sure why. It had long been a special place for families to walk and enjoy the lights and handmade ornaments crafted by all of the kids in our district. Courtney and I were sad to see it go but were pleasantly surprised when it was rekindled this year in celebration of 30 years. Our kids made some fabulous ornaments to contribute to a tradition that was once long-lived in our community and has returned. While this is a tradition in our community, think about starting a tradition in yours!<br />
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Another tip for giving back! From when I was young, I have fond memories of making holiday decorations for residents in a nursing home. This year, my class is making 2 x 4 snowmen for some residents in a care center located just across the street from our school. Even better, we have coordinated a visit so the kids can deliver the decorations, something I was never able to do as a child. I was truly touched by the thoughtful words my kids shared when they were told of this opportunity to give back to our community and brighten someone's holiday. We can't wait to make the visit!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0y1DVuSNDtCDbiFgBssApfCaMbdLOv9AqFRRhiwjp0YLyLzwmToZ5H2m6-vyzdjtm_sRbqA4tp8bslhVClhOtRa7AO3g2jZvhPBLGqsPY_mQSjDjWo-9E4zMWO6hzhm9XwIbTovtoa3Y/s1600/StockingStuffer2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0y1DVuSNDtCDbiFgBssApfCaMbdLOv9AqFRRhiwjp0YLyLzwmToZ5H2m6-vyzdjtm_sRbqA4tp8bslhVClhOtRa7AO3g2jZvhPBLGqsPY_mQSjDjWo-9E4zMWO6hzhm9XwIbTovtoa3Y/s1600/StockingStuffer2.jpg" height="200" width="99" /></a></div>
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<b>Holiday Tip: Keep Moving!</b></div>
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Courtney and I both love activities that get our kids up and moving, and this is great to do during the holidays. As Courtney says, we need to just "hold on" and get through this busy time of year for EVERYONE. Our kids are truly motivated by <i>Gallery Walk</i> or <i>Roam the Room</i> type activities, so we will be using a <b><i>Reindeer Hide & Seek</i></b> activity again this year. We like to make things fun, but not with a lack of substance, as some say... Ha! So please enjoy this little stocking stuffer!</div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_SExUaFVKbTA1X28/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_SExUaFVKbTA1X28/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjunVpsvY9qsxgrokmVIcJpZsw3RKfjoLuyLj-rb2U1aJ8wlt_RxRmVLah-Q34vFotCr2i7pgdynHBkIaOAV6eydHB2mZ7IGcDhX5qUKUgOcsFhaHJWzkmb98hKzBcOEEXj9j9BRt-whd0/s1600/ReindeerHideSeek.png" height="428" width="640" /></a></div>
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<b>Some Special Gifts for You!</b></div>
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Unwrap these goodies and enjoy this wonderful season with your students! We can't wait to have our kids make Santa Strategy Sacks and play some games with Santa's Elves. Enjoy!</div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_RHdGM1hFUEM4WWs/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_RHdGM1hFUEM4WWs/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkKyGAJvSjRaKVe-FUg306RWJuq11249tY79HugOQd1S7kM71TU-wywqCggyF6wl1YIXMuMZdNh7ZGkniLPdTyStLWXAXZGaSs06yJzADfXD8eUK10ewJKsDUewFT66kwNi974iH5VbyY/s1600/SantaStrategySacks.png" height="478" width="640" /></a></div>
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<a href="https://drive.google.com/file/d/0B_1w1VapXOL_UUpnbUtNb3dLb3M/view?usp=sharing" target="_blank"><img alt="https://drive.google.com/file/d/0B_1w1VapXOL_UUpnbUtNb3dLb3M/view?usp=sharing" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1-gZjsSqqkbN0zDyEZ7_pM0JnK7nwZK3F9UWg9fakeRLu-14f5vqgFn04Tbnc_haPt8g8vdPnKUe3rqgA3w-7nSuX2uQfyZ63KwQ6dyns3tLfvI47Cr9ZKAkmqEgm2BLzwiYQeD7P0JY/s1600/SantaElves.png" height="524" width="640" /></a></div>
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Now, don't forget to stop back tomorrow to visit the next blogger, Lucy at<i> <a href="http://www.kidsmathteacher.com/2014/12/iheart-math-holiday-hop.html" target="_blank"><b>Kids Math Teacher</b></a></i>!</div>
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<a href="http://www.kidsmathteacher.com/2014/12/iheart-math-holiday-hop.html" target="_blank"><img alt="http://www.kidsmathteacher.com/2014/12/iheart-math-holiday-hop.html" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_lK7TZIDyfiIPguBGrVtK2T72mjCVklWTCUODqXsiBwxLbcwEbIzIxJJBP4-szUGAhYGkh-VwxrT4uWQirLUHIirvKF1jzrQJtkAxKb9s1mpOYhhfZ2WwdKHn8cRyeVCezzzCPiKnK0M/s1600/KidsMathTeacher.jpg" height="200" width="200" /></a></div>
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All the best to you and yours this holiday season!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZJhzDx7F63XYGwFLar9NGKlFDVdLLshcj8vtwsCAuRpH6PyACjn6KGTMsjT9LwQCOaIWZS5ygyESghnT-7Kr0Wgmmy3A3ViQ5es97f2bMf5MHHjtp3bSRL6KowGWYPNRqmlJFTuikQJY/s1600/sarahs+sig.fw.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZJhzDx7F63XYGwFLar9NGKlFDVdLLshcj8vtwsCAuRpH6PyACjn6KGTMsjT9LwQCOaIWZS5ygyESghnT-7Kr0Wgmmy3A3ViQ5es97f2bMf5MHHjtp3bSRL6KowGWYPNRqmlJFTuikQJY/s1600/sarahs+sig.fw.png" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD9tUVW6EkKqBMNYUZRa_pCwPtIBXWCF-Qixmu1vU7EdWSvEdki9XrgLZPgg8cmx34_cM9Gl73Cle5Tc_YaavI0xND7Iabrkq361HTXEg6dN4Ro56uzIYB9_jT0LYnPSxeVavCPMqVszY/s1600/courtneys+sig.fw.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD9tUVW6EkKqBMNYUZRa_pCwPtIBXWCF-Qixmu1vU7EdWSvEdki9XrgLZPgg8cmx34_cM9Gl73Cle5Tc_YaavI0xND7Iabrkq361HTXEg6dN4Ro56uzIYB9_jT0LYnPSxeVavCPMqVszY/s1600/courtneys+sig.fw.png" /></a></div>
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Anonymoushttp://www.blogger.com/profile/07348667888099615210noreply@blogger.com8tag:blogger.com,1999:blog-8283889087342594043.post-27375300753957195052014-11-14T21:35:00.001-06:002014-11-15T21:56:10.200-06:00Makin' It Math! Mid-Month Linky -- NovemberWelcome to November's <a href="http://www.guided-math-adventures.com/p/makin-it-math-mid-month-linky.html" target="_blank"><i><b>Makin' It Math!</b></i></a> linky! So glad you stopped by!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhJQCEsXTi_NNqbW3iXw7lq55aIWIn5A-ZveCL6flmMsyuHpaxOQ6Po4hFl1E2emnk0C2C6FS0uOpXtcPRaPKAnbWcvV0kHZK8PU-MCYMDc5MrYfialtbwSgaxXBqWgcnMT8YN0nk_ExE/s1600/MakinItMathLinkyButton.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhJQCEsXTi_NNqbW3iXw7lq55aIWIn5A-ZveCL6flmMsyuHpaxOQ6Po4hFl1E2emnk0C2C6FS0uOpXtcPRaPKAnbWcvV0kHZK8PU-MCYMDc5MrYfialtbwSgaxXBqWgcnMT8YN0nk_ExE/s1600/MakinItMathLinkyButton.png" height="285" width="400" /></a></div>
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In the past month, I have put together some math tool bags for the kids to use at home. Tool bags were sent home after talking with parents at parent-teacher conferences in October.<br />
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The following information is posted on my classroom website for parents, but it also gives you an overview of math tool bags and how they are used at home.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2B4Be5p_3PB5Lsshca0pBF-Gf3wk-x0l_cItuy5FFCNTP2dvivXFqhWXJ0nwUbkalg8sRe8otSB0vhFvcRWSaIr5-1pDt2MbJagMPQOJWTG1EiaJS1Yjg6Jwq-0OTDuc5beKHJGZJWkw/s1600/MathToolBag1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2B4Be5p_3PB5Lsshca0pBF-Gf3wk-x0l_cItuy5FFCNTP2dvivXFqhWXJ0nwUbkalg8sRe8otSB0vhFvcRWSaIr5-1pDt2MbJagMPQOJWTG1EiaJS1Yjg6Jwq-0OTDuc5beKHJGZJWkw/s1600/MathToolBag1.png" height="400" width="305" /></a></div>
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<b>What are math tool bags?</b><br />
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Math tool bags house various math tools, games, and activities for at-home math practice.<br />
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<b>What is in my child's math tool bag?</b><br />
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Various tools/items are housed in your child's bag. Tools may include,
but are not limited to---dice, clear colored counters, place value
cubes, a number line, ten frame/number cards, and paper base ten tools.
Not all bags contain the same tools/items (based on student need).<br />
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<b>What should I know about my child's tool bag?</b><br />
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<ul>
<li>Tool bags are to be kept at home in a safe place.</li>
<li>Your child should take pride in caring for his/her tools for extended use. </li>
<li>The tools in the bag are to be used for at-home math work and games.</li>
<li>The tools should not be used in any other way (as toys, for other games, etc.)</li>
<li>Your child will be able to keep all items in his/her bag at the end of the school year (unless otherwise noted when sent home).</li>
<li>Math games sent for home practice should be kept in the math tool bag. </li>
<li>Additional items will be sent home at various times of the year and should be added to your child's tool bag.</li>
</ul>
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<b>When should my child use the items, activities, and games in his/her bag?</b><br />
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Your child can use the items in his/her bag for at-home math practice at
ANY time. Activity/game suggestions will be noted periodically on your
child's "My Responsibilities" Sheet and materials will be sent home.
Nothing needs to be returned to class as proof of at-home practice. It
is strongly recommended that your child work with his/her bag on a
regular basis.<br />
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The following items were sent home in everyone's math tool bag. I have included links to various item--where they can be found and freebie printables.<br />
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<ul>
<li>clear colored counters (2 colors, 20 of each color)--<a href="http://www.ebay.com/itm/VARIETY-PACK-7-8inch-PLASTIC-CLEAR-BINGO-CHIPS-3000ps-/400204676239?pt=Games_US&hash=item5d2e0ebc8f" target="_blank"><b>I purchased a multicolored set a few years ago from a seller on e-bay.</b></a></li>
<li>foam dice--<b><a href="http://www.enasco.com/product/TB25115T" target="_blank">Purchased from eNasco.</a> </b></li>
<li>paper base ten tools--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_RkphbmtGR0dkVzA/view?usp=sharing" target="_blank"><b>Download here!</b></a></li>
<li>number cards--<b><a href="https://drive.google.com/file/d/0B_1w1VapXOL_WjNnM2pPZFhFOVk/view?usp=sharing" target="_blank">Download here!</a> </b></li>
<li>number words card--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_TDZMSjA1dUllVjg/view?usp=sharing" target="_blank"><b>Download here!</b></a></li>
<li>place value cubes--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_dFVjRTlGeWxkS2c/edit" target="_blank"><b>Download directions for how to make them here!</b></a></li>
<li>dry erase marker and micro-fiber eraser (made from inexpensive micro-fiber kitchen towels cut into smaller pieces). You can also use socks--I use socks in the classroom. Both are easy to wash! </li>
<li>several paperclips for spinners<b><br /></b></li>
<li>2, heavy-weight plastic page protectors (to slide activities and games into so they can be used over and over without sending home additional copies)</li>
</ul>
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Additional tools/items were sent home in tool bags depending on need.<br />
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<ul>
<li>number lines--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_cnFmU2ZER2NqSlE/view?usp=sharing" target="_blank"><b>Download here!</b></a></li>
<li>ten frame cards and/or ten frame/number cards--<a href="http://www.teacherspayteachers.com/Product/Ten-Frame-Math-Tools-to-Help-Support-the-Common-Core-FREE-312020" target="_blank"><b>Download here!</b></a></li>
<li>using ten<b> </b>addition ten frame fact cards--<a href="https://drive.google.com/file/d/0B_1w1VapXOL_djR5ZjRUUlFQTDA/view?usp=sharing" target="_blank"><b>Download here!</b></a></li>
<li>place value discs--<a href="http://www.teacherspayteachers.com/Product/Place-Value-Disks-to-Help-Support-the-Common-Core-FREE-316752" target="_blank"><b>Download here!</b></a><b> </b></li>
</ul>
Bags were purchased at The Library Store--<b><a href="http://www.thelibrarystore.com/product/80-0813/h" target="_blank">See size and pricing information here!</a> </b>2 gallon Ziplock bags would be less expensive and work well, too. <br />
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Periodically, I send home games/activities. Any games/activities are used in guided math groups/rotations prior to sending them home.<br />
<br />
<ul>
<li>one page math games</li>
<li>spinner games</li>
<li>place value cube activities</li>
<li>dice games</li>
<li>card games</li>
<li>word problems</li>
<li>etc.</li>
</ul>
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I hope you will find some of the items useful. My kids LOVE these bags--I often hear comments about at-home activities/game play and have received positive comments from parents. :0)<br />
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Please feel free to link up your math made-its!<br />
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All the best for a wonderful weekend!<br />
<br />
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