I came across an enticing book today, Making Thinking Visible. It requires more time than I or any teacher might have for reading right now. So I skimmed the pages for visuals that make the authors’ thinking visible, so to speak.
The chapter on “Routines for Introducing and Exploring Ideas” caught my eye with the “see–think–wonder” routine because this concept is so similar to the conversation starters that Sharon Davidson shared in her blog earlier this month.
“I see, I think, I wonder” is a great strategy for modeling and developing the mathematical practices of Common Core Standards. And it is easy to implement. Invite children to join the conversation with their own “I see, I think, I wonder” statements.
Here is an example related to introducing long division using 369 ÷ 7.
Teacher: What do you notice? Student: I see a division problem. Teacher: I wonder how many 7s we can take out of 369. Student: I think it will be less than 100. Teacher: I wonder why you think that. Student: Because 7 times 100 is 700 and we only have 369. Teacher: I wonder how we can use that idea to solve the problem. Student: I think I’ll try 50. Teacher: I wonder how how you decided on 50. Student: Half of 700 is 350. That’s close to 369.
Students are thinking all the time. Just ask!
Teachers make a difference every day. Thanks so much!
Have you ever thought about all the know-how needed to use a number line?
- know number order,
- identify benchmark numbers,
- determine the scale shown by labeled points,
- figure out the value of the interval between each marked point.
Some children can put this know-how together on their own. But many children need direct instruction to master this skill. Explicit instruction will ensure that ALL your students use number lines successfully.
Here is a video that lays out step-by-step how to read a number line. Once students have mastered this skill, they will be ready to use number lines for rounding, measurement, fractions concepts, and more.
You can find additional teaching support and practice on our web site, www.mathcoachinteractive.com. Just click on the Online Practice button.
Number line skills are essential to the new Common Core standards. Here are a few examples: Grade 2_MD6: Represent whole numbers as lengths from 0 on a number line Grade 3_NF2.a: Represent a fraction 1/b on a number line Grade 3_MD4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Sharon let’s her readers to be a fly on the wall of her classroom. Her blogs are full of wonderful suggestions like these discussion starters that invite every learner to join in:
“I wonder. . .”
“I notice. . .”
“I observed. . .”
Do take the time to read the reflections of an experienced teacher and gather the pearls of wisdom she shares. Sharon uses a lot of technology. But a lot of what she describes can easily be implemented without technology.
Thanks so much, Sharon Davidson of Williston, Vermont!
Education Week, among many news sources, reports that big shifts are ahead for math instruction. Big shifts can start with small steps like ten frame math.
Ten frame tiles are the best way for children in Kindergarten through Grade 2 to understand counting, quantity, and arithmetic.
Using the right tools in the primary grades is one way to make sure that children develop the deep understanding of number that they need for strong foundations in arithmetic. Now it is up to teachers and families to help children succeed.
This week’s visit with our expert teacher focuses on how to help students develop confidence and persistence in problem solving. In addition to deepening their math skills, this activity helps students use academic language.
Notice that it takes only 5 minutes to introduce and do the work and then 10 minutes for students to share their thinking. This pedagogy is a simple way to implement key Common Core Standards for Mathematical Practice using whatever curriculum you have at hand.
This video comes to us via the Teaching Channel.
As always, thanks for all you do to educate our nation’s children.
Have you ever wished you had the time to watch a good teacher and learn from her good ideas? Now you can, with this series of blogs that feature videos from the Teaching Channel.
Excellent teachers know that children who are really great at math are persistent, ask good questions, see connections between math and real-world problem solving, and think about how the math they are learning makes sense.
How can these skills can be modeled and taught? In this series of four blogs, we invite you to watch a master teacher in action with her third graders.
Our first video shows an overview of math routines that make good use of teaching minutes. Tune in again next week for more a more detailed look into developing mental math skills, persistence in problem solving, and confidence as math learners.
Kindergarten used to be for learning social skills, sharing, and a morning nap. Not any more. Today’s Kindergartener is expected to be able to count, to know some letter sounds, and know how to hold a book.
The good news is that children are naturally math-y and we’ve created a great KinderMath app to help you and your child strengthen those math-y Kindergarten skills:
Counting and number meaning
Sorting and classifying
Counting on from a number other than 1
Comparing numbers within 100
You and your child can start at the easiest levels to learn and practice those Kindergarten readiness skills. Then advance through the levels to practice new skills as your child learns them in school.
Thanks for supporting your child and your child’s teacher by using learning tools from mathcoachinteractive.com.