Everyday Math Games Online Organizational Tip

This is a great organizational tip from Teresa Andrade, a teacher in our district. She prints out an additional set of Everyday Math online game cards for her use only. She glues them individually to an index card, then places the cards in alphabetical order, and puts them on a metal ring. 

 

When her class is in the computer lab, she brings the ringed card set with her, so if a student has forgotten their password she can retrieve it quickly. 

 

Thanks Teresa!

 

Deborah Devine

Great Resource for Teachers Using Everyday Math

The Everyday Mathematics Virtual  Learning  Community (VLC) is a website for elementary teachers.  The site was established to provide resources to support mathematics teaching, including a means of communicating with other teachers interested in teaching mathematics; and to encourage teachers to reflect on their practice. It is open to any practicing EM educator free of charge.

 

The address is http://vlc.cemseprojects.org

 

The VLC is maintained by staff at the Center for Elementary Mathematics and Science Education (CEMSE) at the University of Chicago. The VLC's development is supported by generous funding from the National Science Foundation and the Illinois Board of Higher Education.

 

What kind of resources do they have?

Lesson Video

Student Work Examples

Instructional Tools

Professional Development Tools

Photographs and Audio

Sticker Templates to place in your Teacher Activity Manual that feature questions to ask your students with the Common Core Mathematical Practices in mind 

Ongoing Assessment Questions retyped by teachers into a packet format, so they are all together for each unit.

 

Check it out!

Deborah

Fluently Add Within 5 by Creating Awareness of Different Combinations that Equal a Number

How do you make the connection between a  representational model (5 or 10 frame) and how that same information is written in an abstract equation ( 2 + 1 = 3)?

Using the 2 color counters, the student explores different  combinations of red and yellow counters that equal 3.

 If desired , the student can  use the included number cards and create the equation directly under the 5-frame model.  2 + 1 = 3

Next, students fill-in-the-missing-digit on the equations written on the watch.

Tape the watch to the child’s wrist. Throughout the day, ask oral questions that review combinations of numbers that add up to the digits  1-5. 

“ 2 plus what number equals 3?” 

“If I have 1, how many more would I add to the 1 to make 3 in all?

 

Deborah

One Duck Stuck

Have you ever read this book, "One Duck Stuck"? When a duck is stuck, who will help? Several pond friends take turns trying to help free the duck, who is stuck in the muck.  The duck is progressively helped by two fish, three moose, four crickets, five frogs… up to ten dragonflies, and soon, with assorted noises and actions, the duck finally becomes unstuck.

For a read-aloud it's great because you can teach children the phrase from the book, “Help!  Help!  Who can help?”  so they can say it in a choral group before you turn each page.

Oceans of 1st Grade Fun has a great blog post about using this book and some worksheets she created to work on the addition fact of +1. 

Be sure to link over there by clicking on the name of the blog and check out all her great ideas.

My own idea relates to "HOW MANY ANIMALS IN ALL tried to help the stuck duck." First, assign a different animal to 10 groups of children. Using base ten block manipulatives, each group obtains one unit block for each animal on their assigned page that tries to help the duck. Then the group meets in whole group. In numerical 1-10 order, each group gives their blocks to the teacher who then adds their block(s) onto the top of the whole groups' labeled 100's block.  

Trade 10 unit blocks for one ten whenever possible. Then when all groups have contributed their individual unit blocks, the total amount is there for everyone to see. I like it because it involves trading 10 ones for 1 ten, and it is a concrete visual picture of adding to "find how many in all."

 Oceans of First Grade Fun worksheet could then be used to write out or "draw" their thinking about how many animals helped the duck.

Deborah

Discussing Percentages with a 6 Year Old Child!

Learning about percentages can start when your child is quite young using everyday situations. 

Here is what been happening at my house today:

     Ella loves to use the iPad. Today I saw her placing the iPad on the charging station. "It's only at 17% so I'm stopping to recharge it," she said.
    "What does it mean when it says 17%," I asked.
    "It means that the battery is almost gone and if you don't stop now you might be at 0% right in the middle of what you are doing. That's bad!"
    "What percent do you like to see the iPad at," I continued.
    "Well, I like 100 % because that means it has as much as it can have," replied Ella.
     I then probed to see what else she noticed. "Do you remember what the battery looks like when it says 50%?"
      Ella said, "I think it is in the middle. I think 50% means half...isn't it?"

All this conversation started me thinking.... of how rich our conversation was about percentages.  So I just made this recording sheet, and I'm going to re-discuss percentages of charge on the iPad with Ella tomorrow.  I want her to record her thoughts because that's when the brain really starts making connections.

I'm saving this sheet in my Google Docs, so if you would like a copy CLICK HERE.

By the way, I really liked it when Ella kissed me good night and said, "I love you 200%."

Deborah Devine

This is the sheet we will use to record her thoughts:

Multi-Grade ePlanner Instructions for Everyday Math 2012 Edition

Here are the steps to set up two grade levels ePlanners for the Everyday Math 2012 Common Core Edition for Multi-grade teachers.

  If you want to examine an individual slide closer just  click on the slide and it will enlarge it in a separate window.

Deborah Devine

Adapting Base Ten Blocks

I've always loved manipulatives as I call them "Thinking Tools" when I use them with students. With a little effort you can make those base ten blocks make so much more sense to students.
I create these packets for the teachers to use with their students at one of my school that I work with:


Since many of you have these base ten block in your classroom, I thought I would share my idea with you.

Deborah Devine