Unifix Cubes: The Elevation of a Common Math Tool

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. 

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.  

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.  

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.

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. 

 

A student might respond, "I see six, and I know there are ten altogether.  I need four more to make ten with six, so four are hiding."

I hope you find these suggestions useful!
 

Here is the product that I was updating when  reminded of this organizational system I use with my Unifix cubes.  This early algebra hands-on math center requires modeling of known addends to help figure out the missing addend/s.  Unifix cubes, or ten frames, can be used as show below. 

Like what you see?  Enter to win one of two copies of Out of this World Algebra for your students!

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AND don't forget--If you haven't already checked out my book review of Fluency Through Flexibility and entered the giveaway of the materials shown below, click on the pic to do so!

Good luck, and all the best for a wonderful week--

Makin' It Math Mid-Month Linky -- Money, Money, Money!

Glad you stopped by! Welcome to our Makin' It Math Mid-Month Linky--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! 

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.

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.

Small Guided Math Groups

The following have been key in our small guided groups:

• the use of coins that students can touch/feel and manipulate
• 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)
• 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)
• 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)
• 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)
• self and peer-evaluation and justifying of thinking
• use of the open number line to illustrate how coins were counted
• lots and lots of practice 

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.

Students showed their thinking with an open number line.

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.

 Students showed multiple ways to represent a dollar.

Independent Practice

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.

Math Journals:

Coins in My Pocket Journal Prompts - These prompts can easily be differentiated.  My kids use half-sized notebook journals and simply cut and paste the prompts and solve.

"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:

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.

What's a Word Worth? -- 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.  

Counting Coins Scoot:  Stop back to download soon!

Games:

Bank It! Board Game -  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! Games like these are easy to send home for at-home practice. 

You may also like my This Little Piggy! Money Fun games on TpT.


Workstations (task cards, money bag activities, etc.):

Money Bags!: Coin Tasks - This differentiated workstation is used with bags of coins (fill with coins appropriate to student need).

You may also like my Show Me the Money! task cards on TpT.

Assessment

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, Suzy's Piggy Bank.  If you use this task, we would love to hear your comments and thoughts about how it went.  Feel free to email us anytime!

Please share your thoughts and ideas in a comment OR link your blog post up with us!

All the best--

An InLinkz Link-up

Number Talks Book Study -- Chapter 4

Welcome back--so sorry this post is a day late.  As they say, better late than never! Today we discuss Chapter 4 of Number Talks by Sherry Parrish--all part of our book study sponsored by The Elementary Math Maniac. It's a chapter all about number talks for the K-2 classroom.

To read past chapter posts, visit the Number Talks Book Study Archive! 

Chapter 4: How Do I Design Purposeful Number Talks for the K-2 Classroom?

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.

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.

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.

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.

Dot Images

What is a dot image?  A dot image is simply a specific number of dots arranged in a particular way.

Why use dot images? Parrish stresses that dot images provide opportunities for students to work on counting, subitize, see numbers in different ways, and learn different combinations of numbers.

Here's a great article about subitizing:
Subitizing: What is It? Why Teach It?

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.

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.

Rekenreks

What is a rekenrek? 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).

Why use rekenreks? Rekenreks help students see the relationship between numbers, subitize, and build fluency.

You will find a wonderful series of number talks using the rekenrek (from 3 to 10) for kindergartens in chapter 4.

Also, enjoy the following rekenrek number talk from MathSolutions (also included on DVD) from YouTube.  

As you see in the video, the kindergartners are using homemade rekenreks.  

Make your own rekenreks!

Rekenreks to Purchase

The Math Rack

ENasco

Digital Rekenreks

Brilliant Beadstring (ictgames.com)

Number Rack (iPad app)

Five and Ten Frames

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.  

As you saw in the first video, ten frames can easily be used in number talks and powerful discussions and reasoning arises.

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.

Need ten frames? Feel free to download this freebie!

In first grade, 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.

Second grade 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.

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.

If you teach K-2, I am sure you found, or will find, this chapter just as useful as I did!

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!

AND, keep those questions coming! Sherry Parrish, the author of Number Talks, will be doing a Q&A after the completion of our book study! Feel free to email us with any questions you have for Sherry. You may send questions to guidedmathadventures@gmail.com. Thanks go out to Sherry!




Lastly, stop back this Sunday for Chapter 5: Student Thinking and Number Talks in the 3-5 Classroom!  Looking forward to it!

All the best--

Makin' It Math! Mid-Month Linky -- November

Welcome to November's Makin' It Math! linky! So glad you stopped by!

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.

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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.

What are math tool bags?

Math tool bags house various math tools, games, and activities for at-home math practice.

What is in my child's math tool bag?

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).

What should I know about my child's tool bag?

• Tool bags are to be kept at home in a safe place.
• Your child should take pride in caring for his/her tools for extended use. 
• The tools in the bag are to be used for at-home math work and games.
• The tools should not be used in any other way (as toys, for other games, etc.)
• 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).
• Math games sent for home practice should be kept in the math tool bag.
• Additional items will be sent home at various times of the year and should be added to your child's tool bag.

When should my child use the items, activities, and games in his/her bag?

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.

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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.

• clear colored counters (2 colors, 20 of each color)--I purchased a multicolored set a few years ago from a seller on e-bay.
• foam dice--Purchased from eNasco.
• paper base ten tools--Download here!
• number cards--Download here! 
• number words card--Download here!
• place value cubes--Download directions for how to make them here!
• 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!
• several paperclips for spinners
  
• 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)

Additional tools/items were sent home in tool bags depending on need.

• number lines--Download here!
• ten frame cards and/or ten frame/number cards--Download here!
• using ten addition ten frame fact cards--Download here!
• place value discs--Download here!

Bags were purchased at The Library Store--See size and pricing information here!  2 gallon Ziplock bags would be less expensive and work well, too.

Periodically, I send home games/activities. Any games/activities are used in guided math groups/rotations prior to sending them home.

• one page math games
• spinner games
• place value cube activities
• dice games
• card games
• word problems
• etc.

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)

Please feel free to link up your math made-its!

All the best for a wonderful weekend!

An InLinkz Link-up

You Better HOP Around!: Fly on the Math Teacher's Wall--A Math Blog Hop!

Welcome to another wonderful math blog hop!  This blog hop is devoted to place value and will not disappoint--so after reading this post, take a hop around to see what goodies you will find!

Place value--a huge topic, and such an important concept for ALL ages!

As a second grade teacher, place value is at the heart of much of our explorations in math throughout the year.  Since I cannot possibly put everything I feel to be important about place value into this post, I will focus on some MUSTs in helping my students understand place value and build a solid foundation for what will follow.

THE POWER OF 10!
We as teachers know the power of 10 in our number system and how an understanding of 10 is a ESSENTIAL for building an understanding of hundreds, thousands, and so on.  I make a point of mentioning the power of 10 to my students DAILY! Any chance I get, I recite the words, "Ha--the POWER of 10!" in a sinister witch-like cackle.  They always chime in afterward! :0)  In the beginning of the year, it's a mixed bag as far as students' understanding that 237 has 23 tens and that 23 tens is the same as 230.  I like to use various prompts for students to agree or disagree with that require their use of 10.  Here is a picture of our Bright Ideas board and the first math prompt I gave this year (the board is used for all content areas). You can see the diversity of understanding with some thumbs being in the middle to show an inability to decide.  Prompts such as these bring with them wonderful discussions and students must justify their thinking.

PLACE VALUE TOOLS!
When I say tools, I mean beans, linking cubes, straws, ten frames, base ten tools, place value arrows, place value discs, an open number line, etc.  Representing numbers in multiple ways is a MUST!

At the same time, I feel it is also important for students to understand the power of different tools as well as their limitations.  An example--from the very first day of school, we do Daily Math (includes a number of the day) as a large group (this eventually leads to work in guided math rotations).  We begin with two digit numbers and eventually progress to three digit numbers.  In the beginning we use ten frame tools (small individual ten frames) to represent numbers.  The ten frame is a familiar tool used in kindergarten and first grade, so this is a great place to begin.  As we venture into representing greater numbers, students begin to understand the limitation of using ten frames for representing and drawing ten frame models.  The tools become less efficient/appropriate in this way, so a different tool is introduced (base ten tools).  We talk about each tool, their benefits and drawbacks.  We NEVER say a tool is BAD---or that it is WRONG to use a particular tool, but I feel it is important for students to understand the differences between tools and their effectiveness/applications.  Furthermore, I never begin using a tool with students, such as base ten tools or place value discs, unless they have a conceptual understanding of each disc's value.

Tools are ALWAYS readily available for students to use during guide math rotations--they never need to ask for permission.  Tools are also housed in our guided math area for easy access during small guided math groups. Please enjoy the following freebie tools that are posted under Workstations & Games on our navigation bar.  In addition, I have shared an open number line post from our other blog, Hoots N' Hollers, that you may be interested in. Enjoy!

Ten Frame Tools
Place Value Arrows

Place Value Discs

A Powerful Tool: The Open Number Line 

PLEASE NOTE: Courtney will be sharing a new place value tool she has just added to her classroom. Look for her post about Digiblocks in the near future!  

TALK IT!
When I say "talk it" I mean constantly talking about numbers as a composition of digits that have value.  When we add 36 and 45, we are adding 3 tens and 4 tens--6 ones and 5 ones.  We talk it!  This eventually leads to reciting our addition of place values or composing/decomposing when mentally adding .  As a kid, this is one thing that was never done, at least to my recollection.  The algorithm was the focus, and an understanding of place value and talking about digits and their values was not at the forefront. Undoubtedly, there were those that understood what was going on when using addition and subtraction algorithms at a young age, but for those of us who struggled there was a lack of conceptual understanding beyond the steps we took to solve.

One thing I require in all place value game play is the use of callouts so that students are continually focusing on the value of each digit in a number. Feel free to download this fun place value game that my students play--More, Less, or Trade?.  Hope your kids enjoy it as much as mine have over the years!

INDEPENDENT PRACTICE!
I provide LOTS of independent place value practice for my students during guided math rotations.  Workstation games and activities are cycled throughout the year.  Place value cube activities are one of their favorites.  I have included a link where you can learn about the use of place value cubes and download directions for making your own.  There are so many possibilities for using these little buggers!

Directions for Making Place Value Cubes

I hope you have found something that will be of use to you as you help your students develop a strong foundation.

BEFORE YOU HOP ALONG...

Feel free to sign up for the following giveaways!

The Number Line by Jeff Frykholm, Ph.D.

If you haven't already, read about using an open number line in my blog post referenced above.  Then enter to win!

a Rafflecopter giveaway

Place Value Cube Activities Pack

Enter to win some great place value cube activities that can be used in guided math groups and as workstations/centers.

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Now, HOP ALONG!!  Please take the time to visit Susan at The Math Spot!

A thank you also goes out to Brandi from The Research Based Classroom for organizing another AWESOME blog hop!

Smiles,

Guided Math in Action Book Study -- Chapters 3 & 4

Hello! Welcome back to our Guided Math in Action book study.  Today we are discussing and reflecting upon chapters 3 & 4.

Chapter Three
This chapter is all about preparing your kids for math workshop/guided math from the very first day of school. It's important to get off to a good start. Dr. Nicki recommends teachers do the following:

Establish Rules, Consequences, and Rewards

• Rules should be clear, explicit, few, written in positive language, and agreed upon by the class.
• Consequences should be immediate, fair/consistent. This leads to on task behavior.
• Rewards should be given (whether intrinsic and/or extrinsic) and kept--never taken away after they have been earned.

Establish Routines

• Students must know exactly what to do during work time.
• Spend the first four weeks practicing math workshop/guided math routines.
• Be consistent and predictable.
• Set timers and stick with your schedule.
• Have students practice working with centers independently, with partners, and in small groups.
• Practice a variety of centers.
• Teach students how to read task cards and transition.  
• Practice classroom manners and good sportsmanship.

Use Math Anchor Charts

• What do mathematicians do?
• How can we prove our thinking?
• How do we talk about math?
• What is sharing?

Create Visual Schedules

• There are many options.
• Consider using student pictures and icons.

Dr. Nicki goes on to discuss establishing a guided math area and compiling your teacher toolkit.

Guided Math Area

• Have a home base, yet meet in other places as well, such as at a center or an interactive whiteboard.
• Teach students how to come to area prepared, gain teacher access, and leave the area.
• Everything that is needed should be located in this area.
• Observe, inquire, and take notes.
• Do a variety of activities.

Teacher Toolkit

• student work samples
• record-keeping charts/forms
• paper and pencils
• whiteboards, markers, and erasers
• manipulatives (specific to concepts/skills taught)
• dice, dominoes, cards, etc.
• number lines
• timers
• pointers
• clear plastic page protectors/folders (for graphic organizers, work mats, etc.)

Question 1:
Click here to read about what is in my teacher toolkit!  

Question 2:
All of the centrally located math tools serve as my students' toolkits. Students can access any needed tools while working with centers/workstations, math journals, math vocabulary, math texts, etc.  Tools may be used at any time to reason through problems, prove thinking, illustrate problems they create, etc.  Students need not ask for permission to use a tool.  At the beginning of the year, we gather to talk about the purpose of math tools, how to use tools correctly, and how to tidy up tools for the next person.  Last year, our writing center was between our math drawers/tubs and cabinet with additional math tools.  This year, the writing center will be relocated so that everything will be housed side-by-side.

All tools are organized and clearly labeled in tubs above workstation drawers and in our math tools cabinet (sorry, some reading stuff is shown here as well).

Question 3:
I do many of the things Dr. Nicki recommends in this chapter, yet I want to incorporate the use of different timers (I need them, and so do the kids!), picture icons on my schedule, and a new record keeping system (discussed below).

You can view and read about our schedule (circle diagram) by clicking here.

One of the most important things we do the very first day of school is establish classroom responsibilities (these are our rules).  These are generated by students and agreed upon by all. They are signed and a copy is sent home to parents to discuss with their child.  Then responsibilities are posted in the classroom all year.  Students also keep a "My Responsibilities Sheet"  in their take-home binders all week, and they rate themselves daily.

We also spend valuable time talking about my role as a teacher and their roles as students during guided math time.  An anchor chart is created similar to Daily 5 t-chart--"I am..."/"Mrs. Masters is..." Courtney and I both do this and take small steps in those first weeks to ensure that students have built needed stamina.  I am off limits when meeting with a group--BUT students know what to do when I am not available (as outlined on the t-chart).  As we all know, sometimes students just think they need help, so the first question to ask is always, Do I truly need help? OR Can I think about what I need and problem solve on my own? OR Can I quickly and quietly ask another student in my area for assistance?  :0)

One the most effective things I feel I do from the very first day is expect students to take an active roll in the classroom. If they can do it, I don't do it for them.  If they can reason through a question, I expect them to answer it.  I, of course, let my students know exactly what is expected and routines are practiced over and over.  I always express my confidence in their abilities and try to instill in each a sense of pride.

Chapter 4:
Here are some highlights I pulled from chapter four:

• All students need the teacher's attention, no matter their skill level.  Be sure to connect with every student each week.
• Teachers must collect a variety of data for each child (using pre-assessments) to inform grouping and guided math lessons.
• Group students into four groups: novice (no basic understanding of concept), apprentice (basic understanding), practitioners (at grade level), and experts (above level and need extension).
• Use ongoing observation and assessments to evaluate progress.
• Flexible grouping means students are grouped according to their ability/skill level related to a particular concept. Groups are fluid, allowing for movement in and out of each level depending on the concept/skill.

Several weekly guided math schedules are shared (p. 44-45).

Dr. Nicki ends by emphasizing the importance of keeping records--you need some way of keeping track of what you have done with students and your students' levels.  However you choose to keep records should fit your style. Some great ways to record student work, take notes, and plan are shared (p. 46-47)

Question 1:
I meet with small groups daily! Some days I meet with two guided math groups, some days three or four. 

Question 2:
Groups are very fluid--ever-changing based on constant reflection and ongoing assessments.  More about assessments when we discuss chapter 5.

Question 3:
I have to be honest and say that I need to improve in this area.  I struggle with finding a tool that is effective, yet efficient.  I keep so much "in my head"---I truly know my students, BUT I know I can do better. I have tried many systems and have yet to find one that works for me (and I have been teaching this way for many years).  I am going to try using clipboard sticky notes notes this year.

How I Will Use:

• I will be placing sticky notes on a clipboard as I record bits of information.  One sticky note will be used per student observed or conferred with on a given day.
• My challenge was how to easily organize/store sticky notes, so I created some simple sticky note storage sheets for collecting notes over time.  After making notes for the day, I will stick notes (not during class time) into individual student folders on these storage pages. This will house records for easy reference.
• I plan to stick notes in four columns, using the front and back of a storage sheet, with the last few days of some months being placed in the fourth column.
• Sticky notes will first be placed at the bottom of the sheet and then upward/overlapping as time passes.  This way I can easily flip through notes at any time.

 

The flipping back and forth in a folder or index file during valuable classroom time is quite frustrating to me.  I have hopes that this new system will work for me. Feel free to download the sticky note storage sheets I created!

Now it's your turn to share your thoughts about chapters 2 and 3, comment, and/or ask questions. Please! :0)

If you are a blogger and are interested in joining this book study, you may hop in at any time.  Just sent us an email at guidedmathadventures.com so we can get emails out to you.

If you haven't taken our poll, feel free. Just click View to see the results!

How long have you been using guided math?
	more than 5 years
	2-5 years
	1 year
	I have experimented a bit.
	Not yet--I have plans to begin.
pollcode.com free polls

Courtney blows back into town soon, so she will be back here with you on Wednesday to discuss chapter 5!

Have a wonderful week!

An InLinkz Link-up

A Special Thank You!

We are coming to you today to express our heartfelt thanks!

Since our first blog kick off post, a flood of kind words and support have come through from visitors--our new followers and fellow adventurers.  Thank you! Thank you! Many thanks also go out to all of those who have helped get the word out through Facebook, Instagram, Pinterest, posts on blogs, and word of mouth.  Thoughtful comments and new followers exploded yesterday!

To express our special thanks, please enjoy this Problem Solving Discussion Fan download!



Here is a bit of info about how you can use the discussion fans in guided reading rotations (and any problem solving situations):

• Discussion fans were designed to help guide student discussion with one another during independent work time.  Rich math discussions are an important way students learn, and these discussions do not always need to take place in a whole/small group, teacher-directed setting.  Students can pair up during guided math rotations, center/workstation time, at the end of a whole group lessons, etc.
• Use fans after students have had discussion experience in a whole/small group, teacher-directed setting. This will provide positive modeling of the process.  Have students help model.
• Students do not need to discuss all questions/prompts, but they will find it helpful to be able to choose from them when reflecting on their solutions.
• Questions/prompts have been grouped by type and are color-coded. You may tell students to choose one question from each color, assign a group/color to choose from, have students choose, etc.
• Encourage students to use math language in their discussions.  Make math vocabulary visible in the classroom for student reference and model its use yourself.
• Student discussion evolves over time.  I am always amazed by my students’ thoughtful discussions as this becomes an integral part of their explorations. 
• Discussion fans are a great reference for the teacher during whole or small group discussion.  Keep one handy! :0)

Upcoming Book Study

We also want to let you know that we will be hosting a book study starting on July 9th.  We will explore Dr. Nikki Newton's Guided Math in Action.  The text is available on amazon in softback, on Kindle, and for rent. Look for details to come soon!

AND our kick off giveaways continue!  See our original post pasted below...

Welcome to our brand-new blog, Adventures in Guided Math! So glad you stopped by! We are two second grade teachers sharing our adventures, and our students' successes, in guided math. It is our hope to learn from and inspire fellow educators as they explore, consider, begin, and/or adventure through guided math themselves.  Ultimately, we want others to know how powerful establishing a guided math framework can be and how empowering it is for the mathematicians in our charge. We would love to have you as a follower and fellow adventurer!

We are offering some FABULOUS giveaways to kick things off!

Enter to win one of the above giveaways!  Electronic items will be delivered via email, and texts will be ordered and sent directly. Good luck!

a Rafflecopter giveaway

Again, our thanks to you all!  GO GUIDED MATH!