The fox is 3 feet tall.
The bad seed is 1 foot tall. How much taller is the fox? Today, I would like you to think of different strategies to solve this problem. What might you do? One student offered to build a model with cubes or tiles. "I would put three for the fox and one for the bad seed." Next, a student said, "It's like 3, take away 1, so it would be 2." Another student added on, "Yeah, I can do that on my hand. So if I have these three fingers and take away one, that's two." A student repeated, "You circled three fingers and crossed out one finger, so there's two." Someone added, "I can do that with tally marks," and drew three marks and crossed one out. "Could we do this with a number line?" A student answered, "Yeah, and go back 1, so that's 2." The same student said, "Some people say it's 3 + 1 = 4, but it's not that. That would be like saying what a fox-bad seed together. But that's not what we're doing. We're doing how much taller."
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1/28/2020 0 Comments My Favorite OopsSam's cat jumped 6 craft sticks.
Rosa's cat jumped 3 craft sticks. How much more did Sam's cat jump than Rosa's cat? During our summary, one student showed how he modeled the problem by building six tiles and three tiles. Another student added on, "3+3 = 6, so Sam's cat jumped three more." Someone added on, "Yeah, you match them and see that it's three more." MY FAVORITE OOPS I use this as a way to highlight a misconception that many students are currently having. Many students are adding the numbers together. 3 + 6 = 9 We talked about what the numbers mean. "What is the three about? What is the six about? So, what would the nine be about?" A student suggested, "It would be all the craft sticks put together." "Is that what the question asked us?" Students are being asked to make sense of story problems and think about what the questions are really about. 1/26/2020 0 Comments Reading SoloYour student has had the opportunity to read solo in front of the class. This is a great way to build confidence as readers and accept compliments from the class. This is also a great way for readers to notice what writing moves students are making, how to use expression in reading, and how to offer kind affirmations. Way to go!
1/26/2020 0 Comments Number Strings and PatternsDuring number strings, students start with one number sentence and use that to build onto other number sentences, noticing patterns to make sense of more difficult problems. On this day, we started with:
7 + 1 = ____ Students read the number sentence: "seven plus one equals box." We read it a different way, "seven plus one is the same as a number." Once students agreed that the number was 8, we moved on to: 8 + 1 = ____ 9 + 1 = ____ 19 + 1 = ____ "What do you know about the first number sentences that can help you solve this one without counting?" Student: "Well, I know that 20 - 19 is 1, so 19 + 1 must be 20." Another student said, "Well, I see a pattern; 8, 9, 10. And 9 + 10 is 19, so 10 + 10 is 20." "How can this help you with..." 100 - 90 = ____ 119 + 1 = ____ Room 102 collected 1,000 Mighty Mustangs for showing ROCKs at school during times outside the classroom. They earn these during unstructured times like recess, lunch, before and after school. ROCKs stands for being responsible, kind and safe. Way to go Room 102!
1/25/2020 0 Comments Measuring with Different UnitsStudents have been measuring with inches, centimeters, and non standard units such as baby steps, basketball feet steps and craft sticks. After measuring for a day, students noticed that when measuring the same item, they got different numbers when using various units. One student this week noticed aloud to the class that when measuring with baby feet, she would expect to get a larger number of steps because more baby feet can fit in the space than the basketball foot steps. This is exactly what we want students to be noticing! This important because students will be able to apply this to inches and centimeters.
1/13/2020 0 Comments Measuring KeepersKeepers have to be at least ten inches long. We talked about what the words "at last" mean. A student said, "It means ten or more, but not less than ten." We also worked on precision. We noticed that measuring the paper was not the same thing as measuring the fish. We also worked on being a good partner. This means both people should be counting and measuring.
1/9/2020 0 Comments Telling TimeStudents are noticing different tools to help us tell time. They are also noticing the differences and similarities between the analog and digital clocks. We are practicing telling time and writing time. Students here are playing a matching game with analog and digital times. You can find games online in our math resources page to practice at home!
Your student should be able to tell and write the time with an analog clock to the hour and half hour by the end of first grade! 1/7/2020 0 Comments Guess the Missing Word!Readers played "Guess the Missing Word" together during phonics. They did not guess arbitrarily. Readers thought carefully about what would really make sense or sound right in the sentence. Once they made a guess, they also checked the word from beginning to end to make sure their guess was right!
1/7/2020 0 Comments Number TalksYou may have realized that we are teaching mathematicians how to make sense of a problem rather than just memorize math facts. We want to honor our problem solvers by listening to all ideas and learn from each other. Students are making more sense of the relationships between numbers when they explain, share different strategies for the same problem, make mistakes and revise their thinking!
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