## Saturday, November 30, 2013

### December Calendar

Here's my suggestion for the December Calendar:

Why little boys in red and green?  Well red and green are colors well know for their use in December.

Why little boys?  I chose them because you can practice counting by 2's.

For example
How many eyes do the 5 boys have? "Let's count by two's."
How many ears do the 9 boys have? "Let's count by two's ."
If each boy does 10 kind acts, how many acts of kindness would happen this month so far?
If each red boy has 2 sisters, and each green boy has 1 sister how many sisters would they have. (on December 15th)

When you have little boys, it's easy to come up with problem solving situations for the group to solve.

Deborah

## Tuesday, November 19, 2013

### Learning About Time: Half Past

Recently I was working with a First Grader about the concept of "Half Past."  She understood why it was called half, as I had her walk around a large clock model made from a round vinyl tablecloth and she could see that she was halfway around the clock circumference.  But she continued to struggle with the "past " idea.

Then it hit me...maybe she doesn't really know what the word "past" means.

So here is what I did:
I lined up five stuffed animals in a row.  As I walked past a short distance I would look back at each animal and say, "I'm past the zebra. I'm past the lion...and so forth."

Then I had her repeat the walk and say when she had past each animal.  Suddenly she said, "Oh, that's why you say the number that the short hand has already gone by."

Then I gave her a "Hour Hand" made out of a paint stick.   Each time she was halfway between two animals, she was directed to say, " I'm half past the name of animal."  Together these activities made it all click for her.

By the way, she also told me that "half past" and "thirty" mean the same thing, AND THAT PUT A BIG SMILE ON MY FACE!

DEBORAH

## Monday, November 11, 2013

### November Ten Frames Demonstration Cards

I made these special "Scarecrow Demonstration Ten Frames" for you from 1-20.

These are some examples of the demonstration 10 Frame Cards.

one way that you plan to use them.  I am hoping to generate a list of different ways teachers are using 10 frames in their classroom.

Deborah

## Saturday, November 2, 2013

### Frames and Arrows Template from Everyday Math

Frames and Arrows are the beginning of a Function Table.

The student is applying the "rule."  To me the big important idea is the fact that the number is "changing"  to fit the rule or mathematicians would say that they have a relationship.
So when I introduce the rule, I start be making it a concrete experience.

I start with a large mat that I traced onto a piece of vinyl fabric or rolled bulletin board paper, using an overhead projector. This is the image that is traced:

The student steps on the mat at the "In" and is wearing a coat.  The rule is: Add 1 mitten.
Therefore, when they step out of the rule box they now have a coat + 1 mitten on.

The next student steps into the rule box one the "In" and is given the rule. The rule is: Add 1 hat.
Therefore, when they step out of the rule box they now have a coat + 1 hat.

A Class discussion follows ABOUT HOW THE RULE EFFECTS THE STUDENT WHEN THEY ENTER THE IN AND EXIT THE OUT. The effect is not always the same.

Next, I have the student with the coat + 1 mitten enter the "In" and receive the +1 mitten rule. I ask the students to predict what will happen  when the student steps "Out" of the box.
The student will have 1 coat and 2 mittens.

The next student with 1 coat + 1 Hat enters into the box and receives the rule +1 mitten.
Next, the students predict what will happen.
The student will have 1 coat, 1 hat, and 1 mitten.

Now introduce a mat that looks like this:
The rule is add 1 mitten.
Begin by drawing a picture of 1 mitten over the top of each arrow.

Student stands on the first box with 0 mittens.
The second box= student with 1 mitten.
The third box = student with 2 mittens.
The fourth box = student with 3 mittens.
The last box = student with 4 mittens.

Next make the rule +2
Begin by drawing "+2" over the top of each arrow.

Student stands on the first box with a dry erase board on which you have written "3".
The second box = erase 3 and write the number 5.
Ask the students why they think that you changed the number from 3 to 5.
The third box = erase 5 and write the number 7.
Ask the students why they think that you changed the number from 5 to 7.
(You applied the rule of +2 )
Continue onto the fourth and fifth boxes.

Now you have taken an abstract template and made it understandable to your students.