Money and the November Calendar Routine

Here is my suggestion for calendar time for the month of November:  Create a pattern of coins. 

 

As each new coin is introduced, a new piece of information can be discuss about that particular coin. I used plastic money and just double-stick taped it to the laminated calendar.

As different information is discussed about each coin, an anchor chart can be created like this one from First Grade Parade blog:



So what do you think about my idea?  Leave a comment...

Let's Collect Some Data for Grades 1 or Multigrade 1/2

Today, my granddaughter came home from school and said, "I want to collect some data."... and of course my heart rate increased...and I said I had an idea!

I just received the book, "Spookley the Square Pumpkin Counting and Colors" by Joe Troiano.

 It isn't a deep, thoughtful book, but the reading level was just perfect for my First Grader.

I suggested that we create a chart in Word, print it out, and use tally marks to gather data about the number of pumpkins and their colors that were shown in the book.

First, let's say that First Graders can do amazing things. I set up the 2 column chart and labeled the two categories.  When it came time to list the color possibilities, My First Grader used the back portion of the book to obtain the correct spelling of each color word, and type it into the chart.  She needed a little help in learning about how to tab through a chart, but that's all!.
Here's what the completed chart looked like:

Next, we printed the page, and used tally marks to collect the data of the number of pumpkins in the book for each color. 

Here is a link to share the chart with you:
https://docs.google.com/file/d/0B6F30lEu7WXlV0g5S1JxdGt5bG8/edit?usp=sharing

In your classroom, this chart might be completed in a small group of 3 or 4 students working together. For those teachers using Everyday Math, it works well following Lesson 1.7 Recording Tally Counts, in the First Grade book.
 It could also be used in Multigrade 1/2 Classroom as an activity during Guided Math groups.


Lastly, let me thank that First Grade Teacher that inspired my granddaughter to "collect some data." :)

Deborah

Exploring Dice-Dot Patterns

The ability to quickly recognize the patterns on a die without counting each dot is important for young children.
 So today I played a game with a First Grader in which we each had 20 counters and 1 die.

The players take turns rolling the die and picking up as many counters as indicated on the die until all of the counters have been picked up. To pick up the last counter, the number on the die must match the number of counters remaining.  The first player that picks up (or slides the counters to the side of their pile) all their 20 counters is the winner.

While playing this game it is easy for the teacher to evaluate:
1) Can the child recognize the pattern on the die at a glance, or is it necessary for the child to count each dot before knowing the amount indicated on the die?
2) When counting their counters do they have one-to-one correspondence, and do they count using the correct sequence?

When we played the game the second time, I counted out my counters by two's instead of by ones. The First Grader followed my lead by counting her counters by two's also. So I learned something new about her again... that not only could she count by two's but she had the ability to utilize that pattern when picking up (or sliding over) her counters. To count out the number of 5, she slid the counters in this way:  2,2,1.

EXTENDING THE LESSON


I told the student that I wanted to know what she already knew about the patterns on dice.  I gave her 6 post-it notes and asked her to draw the pattern for each number on the post-it notes.  This is what she drew:

 

When I looked at  the post-it notes I could tell that the student had internalized the 6 patterns on the die, and could  tell you immediately without counting the value of each pattern.

 

If I was saving evidence of learning, I could save the six post-it notes, or a photo of her work.

 

Deborah



The First 14 days of a Multigrade Math Class Overview

Using Debbie Diller's Book, "Math Stations" and Everyday Math, I came up with this plan of how to present math for the first 14 days. During this time, you will train your students how to work independently so you can teach math through guided math groups.

 

You will notice that I did not stop teaching math and just train students. By teaching similar lessons to both grade levels, you will also find the time to train your students.

 

 

 

The First 14 Days of Math Stations

 for A Multi-grade  1/2 Class

 Using Everyday Math and Math Stations

Schedule:

Mini-lesson 25 - 30 minutes

Whole Group EM Lesson: 30 - 40 minutes

This schedule is ONLY for the first 14 days of instruction.

Day	Mini-lesson	Learning Outcome	Resources	Whole Group Everyday Math Lesson
1	Take one photo of each child for Management Board. (or use the geography of the room to rotate your students systematically so they always know what area of the room to go to next without the work of a management board)		Complete the set-up of the Management Board for Day 2	Number Lines 1st/1.1  2nd/ 1.1
2	Introduce: Management Board . Model: How to obtain materials and where math stations are located. Model: Cleaning up a station	Sttroducig up a stationh stations are locatedor Day 2udents explore and learn how to obtain their instructional materials and where to go to work with their partners. Students will know what is expected as they clean up their stations.	Management Board Missing Pieces Box Numbered clear plastic tubs	Everyday Math Games: Monster Squeeze Number-Line Squeeze
3	Teacher and students model and practice: “Turn and Talk”. Model: The difference between hearing and listening to your partner.	Students will learn that as mathematicians we are capable of thinking in many different ways and sharing their thinking with others.	Chart: Thinking and Talking with a Partner Partners use 6 inch voices. Partners take turns talking. Partners listen to one another. Partners respect each others’ thinking	Introduce the Slate Routine Explain the Number Grid and it’s patterns 1st/1.2    2nd/ 1.4
4	Math Station Tub Teacher discusses how students have choices within one tub. Teacher shows how materials are labeled to differentiate levels. Model: Signals used to indicate it is time to stop and clean up, and signal to indicate to move to next station or to the small group teaching station.	Students realize that there are multiple activities to do with one math tub and those activities can be repeated. Students will move to different activities quickly and quietly.	Completed math tub Chart: How do we put materials away in our Math Tubs? Auditory signal	Introduce the Pattern-Block Template 1st/1.2   2nd/1.4
5	How to Obtain Help Model: “I Can” Chart “Instead” box for the Computer station	Teacher and students will create the first “I Can” chart together. Students will practice being adaptable and flexible.	“I Can” chart	Formative Assessment for 1st Graders: Use math master pg 304 to see what numbers they can all ready write. Challenge them to write their numbers to 20. Introduce the Class Scroll to the 2nd Graders.
6	Model and Practice: How to Use a Math Talk card to express their mathematical ideas.	Students will express their thinking using a math talk card as a support.	2 different “Math Talk Cards” for each group of 2 students	How to Use a Calculator 1st/  2.4          2nd/1.9
7	Represent your thinking through drawing, writing, Flip videos, and dramatizing. Where to put completed work.	Students learn to record their thoughts in short video clips. Students learn ways to represent their thinking, and where to put that completed document.	Flip Video Camera Examples of students drawings, and writings.	Whole Group: Odd and even Tally marks
8	How to handle problems:    Ask 3 and then ask me.   Disagreements What will happen when students don’t follow the procedures.	Students follow specific guidelines to solve problems.	Chart: How We Can Solve Problems Ourselves	EM Games: Penny-Dice Game Top-It Addition Top-It Rolling for 50 Rolling for 500 using a 400-500 number grid.
9	Introduce “Our Math Thinking “ Books	Students learn they are accountable for doing their best work at stations.	Book: “Our Math Thinking”	EM Games: Play your choice of game
10	Introduce First Station: Review and model use of management board, obtaining materials, correct voice level. Choose one student to be your partner, and go through the entire procedure while “thinking  aloud about what you are doing and thinking”	Students will revisit how to maintain organized classroom math stations	Chart:  Looks like, Sounds Like, Feels like One math tub of your choice	Whole Group: Modeling how the teacher will be teaching the small group guided math groups. All about Math Boxes using a teacher created math box page all about tally marks.
11	Continue to introduce another station. Establish student accountability by modeling and posting an example of a completed student work product.	Students will learn mathematical ideas through independent learning.	Example of student work	How to play: EM Facts Workshop Game that provides online practice of basic facts and computation.
12	Model:  How we share our experiences with our class members.	Students will engage in discussions and that they are accountable for their independent learning.		Reading books that relate to math such as counting books. How to create your own math related book.
13	Model: Computer Station “Instead Box”	Students will learn a routine to cooperatively use the classroom computer.	Chart: Step by step directions to use the computer Chart: Who is on the Computer Today?	How to read a number line on a thermometer
14	(After conducting an actual “Math Station”) Getting back together as a whole group to reflect on what went well.	Grand Opening Celebration: Beginning a station	Wrapped box that announces the beginning of math stations. Chart:  What We Did Well	Administer the Beginning of the Year Test to both grade levels. Recruit a volunteer to read the test aloud to one grade level while you read the other grade level test. See if the volunteer will also help score the test.