You can get more information for the Math Daily Five at The 2 Sisters.
This week I will be launching a new hands on, problem based learning approach and using my blog as a two for one kind of deal. I always find myself getting behind on my blog because there are always so many other things that need to get done and lesson plans take a big part of that. So, I thought that if I used my blog as a way to document my weekly lesson plans, I would also be able to maintain it and reflect upon how it was working in my classroom. See, Two For One! :)
Because I live in Florida and we are a state that has adopted that Common Core Standards (Yay!) but we are still weaning grades 3-5 from the FL S.S.S, I will be listing both standards. You can easily adjust it to your own state standards if you aren't adopting the Common Core Standards which, by the way, is a shame. I really think it is about time that the United States share common teaching objectives.
See below for standards and lesson plans.
11/26 Monday Reflection:
True to my word, I am going to try to respond each day (or at least once a week) to reflect on my plans for the week, what worked out well, what didn't work out, and just to let you know if I made it through all that I had planned to. As we know in the world of teaching, the week doesn't always go as we plan them to!
Today, I can honestly say it went just as I planned it would! In Kindergarten we came up with the rules for the Math Daily Five and practiced two games today.
These are the rules they came up with:
Be nice to each other. Always show respect.
Be on task.
Don't hit each other.
Always listen to the teacher :)
Clean up all of your materials and put them away.
Both games we played came from the book,
Teaching Student Centered mathematics by John A Van De Walle & LouAnn H. Lovin
& I am lovin' it! This book rocks! They have three of these books total that go up to 8th grade too!!
The first game we played was a great success. It is called Same, More, and Less and the students absolutely loved it. So simple to set up and yet loved by all! All you do in make sets of 3 cards (Same, Less, and Different) for each student. Pull out a number card or dot card and the students use the counters show numbers that are as the cards say. Such an easy but great idea! This book is full of ideas just like this!
Plus it is very simple to teach and the students catch on quickly.
We started with number 0 through 12 and extended in to 30 in no time. Although it was quickly getting out of hand after that. That is just too many counting cubes to go that high (I did let them go up to 30 once and they were cracking up! Totally worth it.) When I do it again with them, we will use counters now that they grasp the concept. I do think the counting cubes are needed to start them out but be forewarned after 20. LOL
The Second game we played was Real Counting On. This game was great too and the students loves it. The idea is that you put some beans in a cup (counting them), mark it on a chart, add beans to the side, and tell how many in all. The idea is to get the students to understand that they have already counted the beans in the cup so they can just count on. Of course, there is more too it but you will have to get the book. It will be more than worth your money! Try to suggest you need it for professional development or check your school or local library.
First and Second Grade:
We also had a very successful day with the Cheetah class! ...
Kindergarten:
Number Concepts Through 30
The Complete Number 14
MACC.K.OA.1.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions or equation.
MACC.K.OA.1.3 Decompose numbers less than or equal to 10 into pairs in more than one way.
MACC.K.OA.1.5 Fluently add and subtract within 5.
Launching the Math Daily Five is very basic and simple. The goal is to get them to be engaged and on task the whole time. It takes a while for them to build this up to it so you have to practice it each day.
We have been working on stations so this will be an easy. My first step is to have the students set the rules of the stations. Post them in each area and continue to enforce it. The students need to have limits on them or they will get off task and loud.
Next, we are going to try some of the Daily Five/Student Centered Mathematics Choices.
I am going to split my students up in two groups. I will teach a new activity each day and we will continue to practice them.
Student Centered Mathematics
Activity 2.1
Make Sets of More/Less/Same
Activity 2.7
Real Counting On
Activity 2.6
Counting On With Counters
Figure 2.4
Spatial Relationships:
Patterned Set Recognition
First and Second Grades:
We can begin launching the math workstations a bit faster than than we did with kindergarten.
Whole class, we will come up with the guidelines for when they are in workstations.
I will teach them a new math game each day and will give them time to explore it to construct their own meaning of it.
MACC.1.NBT.1.1 Count to 120, starting at any number less that 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MACC.1.NBT.2.2 Understand that the two digit number represents amount of tens and ones.
MACC.2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
MACC.2.NBT.2.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Student Centered Mathematics
Activity 5.2
Groups of 10 & Number Words
Math Daily Five
Number Roll Game
Math Daily Five
Problem of the Day
Student Centered Mathematics
Activity 5.5 p. 133
Three Other Ways
Student Centered Mathematics
Activity 5.6 p.134
Base-Ten Riddles
Third, Fourth, and Fifth Grades
MACC.3.OA.3.7
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Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
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MACC.4.OA.1.2
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Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
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MACC.4.OA.1.3
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Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
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MACC.5.OA.1.1
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Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
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MACC.5.OA.1.2
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Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
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Launching the Math Daily Five full force with the older students. We have also been working in workstations for about a month now so this will also be an easy transition to for my students.
Student Centered Mathematics
Invented Strategies for Division p.138
Patterns and Nines Facts- p.114-115
Another way to think of nines
p.114
Doubles and Double Again
p.115
Double and one more set
p.115
Activity 5.20
Nice-Number Skip Counts
p.144
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