Primary Workstations

I just returned from North Carolina, where we explored number sense through workstations.  There were kindergarten, first, and second grade teachers.
If I'm going to make a workstation, I want to make sure there are options built in (for me and the children) and differentiation in included in the workstation.

                                                       Shape Puzzles

 I used the school die cut machine to cut out shapes and assigned a value.to each.  The kinder and first grade teachers worked with numbers within 10.  

 The second grade standard was working on adding by 10s to 120.  Some teachers went higher!

Changing the task to "Make a picture with a value of 100" really changed it.  It was way more difficult to reach the sum AND be creative.
If I were doing this with children, I would have used more (and better) colors.  We grabbed what was close by.  I think it shows the idea well.  The children also would label the picture, using the names of the shapes and their values.  FUN!!

Why Teach Math?

I just spent two days with Dr. Yeap Ban Har.  I've been in his sessions before but never a two-day intensive workshop.  Here are some of the ideas he shared that really hit home with me.

• The math we teach isn't as important as the thinking skills we teach.  We need to be comfortable and familiar with information and data--how to take it apart and make sense of it.  
• Some people are good and this is easy.  Some people will struggle and may need more help.  But we will work and will all be successful.
• Visualization is a key skill.  It's the minds' ability to see things that are not obvious. 
• Math is an excellent vehicle for the development and improvement of a person's intellectual competencies.  
• It's the conversations (questioning) and natural language we have during math lessons that will make the math come alive and make sense for the child.
• If you have to repeat (reteach) material each year, you won't have time to teach that year's material.
• Howard Gardener listed many intelligences.  The ability to memorize and the ability to follow procedures aren't among them,  They just take an inordinate amount of practice.  
• The goal of a math lesson is the leave knowing more than you started with,

Thanks Ban Har.  I'm tired but it's a happy tired.

Singapore Math Intensive Institute

I've just finished an amazing week at SDE's National Conference for Singapore Math.  I met teachers who are so devoted to finding ways to reach their children and teach them conceptually.  By Thursday, our brains were full, but we pushed on.  I was so sorry to miss the sessions on Friday, but my niece's wedding is Sat. and missing any part would have created major family drama.  I've heard Jana Hazekamp hit her lesson out of the park.  I haven't heard about Char Forsten's lesson yet, but I know Char well enough to know it was great.

The next big event is with Dr. Yeap Ban Har.  He'll be in Houston on Aug. 2-3, and the Chicago area on Aug. 6-7.  Ban Har is from Singapore and has served in a variety of roles there, including training their teachers and, currently working for Marshall Cavendish, the Singapore Math publisher.  I've had the pleasure of learning with him before.  If you have the chance to attend, grab it.  He teaches in depth and with intention.  You'll think about what you learn from him for months, if not years.  You will be changed and it will impact your teaching.

I know this is short notice....so if you can't make it, think about our National Conference in Las Vegas for 2013!  He'll be there for 2 days (and it's at the Venetian again!)

Number Bonds and Improper Fractions

Fractions are so challenging to our students.  We need to make sure we teach conceptually from the beginning and take our time.  This is a lesson I've taught many times with 4th graders who already know about number bonds.  It really helps them learn about how to turn improper fractions into mixed numbers.

Fifth Grade Model Drawing

This problem came to me from some friends.  It's got a "hidden question" that you have to answer before you can answer the stated question.  I also show the array model of multiplication here instead of the traditional algorithm.

I do lots of professional reading, in lots of forms.  I read blogs, professional journals, spend way too much time on Pinterest, and even tear myself away from my ipad to read real books.  I'm so excited about Small Steps, Big Changes.  Chris Confer and Marco Ramirez have written a very practical book about some ways to make changes in school cultures.  This book, written from the perspective of a teacher, an administrator, and a math coach, would make a meaningful book study for leadership teams, district (math) coach teams, or even a whole school.  It's an easy read, highlighting eight practices:

• Keep the end in mind
• Understand the problem
• The stance of a researcher (Making tough decisions)
• The 80/20 rule (Making decisions for the good of 80%)
• Patterns of talk (in the classrooms, the halls, and the teachers' lounge!)
• Patterns in Content
• Patterns in Instruction
• Intentionality

While this book focuses on math, it's really about change.  It's a great book to pick up over the summer.  I promise you'll be pondering these important ideas.

How I Justify Spending Time on Pinterest

I admit it.  I spend way too much time on Pinterest!  BUT it's usually time pretty well spent.  I use the search tool to look for fractions, division, or Singapore Math.  And there's lots of good content out there.  Pinterest is a way of bookmarking good websites to the cloud--with a visual and social component!  You can follow my boards (lots of them are math related!) as a way to get started.  If you get bored, look at the Humor and Wisdom Board!!