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Sunday, January 27, 2013

Floor Clock FREEBIE

Hi all! This is going to be a short post today. Much to do to get ready for the week and report cards!
Thanks for the sweet feedback on my human floor clock. The kids are loving it and the best part is that they are really grasping the concept of time. 
I just put together a floor clock for you that is ready to go! All you need to do is print and laminate. Thanks to Mel From the Pond and Michelle from The 3 AM Teacher for the great graphics! Just click the picture for google docs. 

 For those who asked, I made the minutes using contact paper, plastic wrap, and pipe cleaners. I cut the pipe cleaners in half and made groups of five. I laid the five down on the contact paper and then put the plastic wrap on top. (I used plastic wrap instead of contact paper because the contact paper was kinda hazy.) 
I hope you are able to use the clock. I would love to hear how it goes in your class.

Thursday, January 24, 2013

Oh my Math Stations!

Almost every teacher I know teaches a reading workshop. Students rotate through various stations (centers) and literacy activities, including small group instruction with the teacher. The reading workshop allows for minimal whole group instruction with a lot of support in small groups and skill practice in stations (centers). When I first began teaching, I wondered why teachers did not create a math workshop. 

Over the years, I have tried whole group math and then pulled the students who needed re-teaching or extra reinforcement. This just does not work for me or my students. I have found they are so good at the routines during the reading workshop that they are often thrown off by the lack of routine during math.

A few years ago, I decided to change up my math routine. I implemented a math workshop in my classroom. I begin with Math Madness (read about it here). After the students have completed Math Madness and we review the skills, I lead into the day's mini-lesson. Depending on the skill, I might have several mini-lessons a week on the same skill. On shorter weeks, like this week, I introduce (or review) a different skill each day. This week, I am teaching a mini-lesson on time, comparing numbers, addition, and subtraction.
The mini-lesson allows me to see who has really caught on to the skill or who may need extra support. Based on my observations, I pull the students who need help and work with them in small groups. The other students begin math stations. 

You might be wondering what a math station looks like. All of the activities in math stations are skills and materials which have previously been taught. For my students, the first two days of a station, the students are working with manipulatives. (Some activities may require the use of a dry-erase marker and/or board.) After two days of practice with manipulatives, I will then give the students a response sheet. They have the rest of the week to complete the sheet. The skill level of the students at the end of the week will help me plan for the following week's stations. They may or may not be the same. Some skills require extended practice time, while others, such as geometry and time, can be rotated in and out over the quarter.

This week, I have four stations; measurement of time, addition, subtraction, and comparing numbers. Here is a brief description of the activities for each station. 

Measurement of time: Students can choose from three activities. 

Activity 1: Students practice time to the hour matching analog clock faces to digital time cards. The second task requires the student to use a clock and replicate the time on the cards. 
 Activity 2: Students practice time to the half hour matching analog clock faces to digital time cards. The second task requires the student to use a clock and replicate the time on the cards. 
You can grab my Tick Tock Time Centers here
Activity 3: Students create a large floor clock, assembling all the pieces.

 Then one student use flashcards to call out a time. The other students show the time with the floor clock.

Addition and Subtraction: Students can choose from three activities at either addition or subtraction. 

Activity 1: Dry-erase flash-cards.

Activity 2: Students use manipulatives to create addition equations. Then they write their equation on a dry-erase board. 

Activity 3: Computer with fact drills. 

Comparing Numbers: This game is played in pairs. 

One student grabs a handful of pom-poms. They count the pom-poms and write their number on a dry-erase board. The second student does the same. They each take turns deciding which symbol is needed (greater than, less than, or equal to). 

So far, math stations are a hit in my room. I wish I had started them sooner this year! How do you tach math in your room? I would love to hear how you do it! 

Other than that, I had a request for my Math Madness as station activities. So I am busy making stations and response forms to go along with the Math Madness skills, so check back soon! 

Tuesday, January 15, 2013

Math Assessments Common Core Style

AHHH...implementation of the Common Core Standards is a huge project. Each week we are realizing the need for different assessments. A few weeks ago, I tackled a math assessment.
The CCSS is Number and Operations in Base Ten  1.NBT
Extend the counting sequence.
1.  Count to 120, starting at any number less than 120. In this range, read
and write numerals and represent a number of objects with a written numeral.

Our math textbook has little to none in the way of counting lessons or assessments for counting. This year, we are relying heavily on Kathy Richardson's Developing Number Concepts for the majority of our math lessons. Her program relies heavily on manipulation and inquiry with math manipulatives. Once a student begins to show mastery, the written component is added in. I have had great success with her program in my classroom. 

Based on the lessons we have been teaching, I created an assessment for counting to 120.  Our district has divided the counting sequence into 1 to 30, 1 to 60, 1 to 100, and 1 to 120.  I hope you will find it useful! 

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