Our Number Book is almost complete! Friday was day nineteen and here are some of the ways that we've been representing #s:
- tally marks
- ten frames
- dice (subitizing)
- images (in neat, organized, stacks - rows and columns - so that it's easy to "see" the groups of numbers and not have to count them by 1s)
- number sentences (addition and / or subtraction)
** when writing number sentences, students use snap cube trains and then 'decompose the number', breaking the train into smaller parts.
A Curriculum Expectations is to use the "Commutative Property of Addition" - in class, we call this a "Flip, Flop Fact"
3 + 4 = 7
4 + 3 = 7
But we can go even further with a "Flippity, Floppity Fact" too:
7 = 3 + 4
7 = 4 + 3
Math-Aids Mental Math worksheets goes hand in hand with subitizing; recognizing addition sentences up to 20 and instantly knowing the sum will help students improve their math fluency, and their overall confidence.
This week, the grade 1s were given Single Digit Addition Worksheets and grade 2s were given Zero to Twenty Worksheets, both sets of 20 addition questions with only 5 minutes to answer. They were asked to "Answer the ones you know, and skip the ones you don't to come back to and figure out later."
Our Curriculum Expectations are that,
Grade 1 students will: solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies.
Grade 2 students will: solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies.
This term we'll practice the strategies:
- one more than,
- one less than,
- counting on,
- counting back,
- near doubles - for example: “To add 6 + 8, I could double 6 and get 12 and then add 2 more to get 14.”
We'll continue to use the Math-Aids worksheets to see which strategies we've mastered and which we need to continue practicing.
Race to the Top is a great game to practice the strategy of Counting On. Students played 2 versions of the game this week.
With 1 Die, roll and 'see' the # of dots on the die, rather than count each dot by one (subitizing)
With 2 dice, roll and add then together. First, "see" the larger of the two numbers, then add on the other.
For example when rolling a 5 and a 2, the students recognize the 5 and Count On by ones "5 - 6, 7"
If they roll a 5 and a 4, students may use the:
Count On strategy: "5- 6, 7, 8, 9"
One Less strategy: I know 5+5 is 10, but 4 is one less, so I'll take one away and it's 9
One More strategy: I know 4+4 is 8, but 5 is one more, so I'll add one on and it's 9
We sent home the games that students played in class as well as a blank template for you as a family to play at home. Please practice - and enjoy!
After asking the students to go into our classroom Book Nook and choose any book they'd like to read, they realized that they have some pretty great strategies for choosing good books:
- favourite series - favourite characters - familiar story, read before
- topic / theme - a suggestion - funny, scary, silly
Then we took those books into cozy spots in the room and read. Afterwards, we discussed what it looked like, sounded like and felt like while we were reading:
We also realized that there are many ways to "read" a book:
- read all the words
- look at the pictures and tell the story in our own words
- use a familiar book to re-tell the story, using some words and the pictures
- play "I Spy" and read some of the words by looking for ones that I know from the word list
At times though, we do want to be able to read most of the words in the book, so we talked about the Goldilocks Rule of Reading. Students got their own bookmarks to decorate and to remind them of the 5-finger test. When students come to read with me individually and in small groups during our morning literacy block, we always use the 5-finger test to see if the books we're reading are at level and Just Right.
In our Room 108 Classroom Community, we foster an engaging, respectful and caring environment. I aim to balance a consistent program with flexible responsiveness to students' individual needs.