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!
Do you clearly hear the -n at the end of teen numbers? Probably not. That is why children, and especially English language learners, easily confuse teen numbers and “-ty” numbers, 20, 30, 40, etc. Add to that the fact that in teen numbers we name the ones before we say “teen” and no wonder young learners confuse numbers like 13 and 30 or 18 and 80.
What you can do: 1. Use child friendly visuals like ten frames to model and reinforce early numeracy. Check out this video, Count to Ten.
3. In the classroom, exaggerate pronunciation when you talk about teen numbers. I like to put a silly “n-n-n” sound on the end of teen numbers. That really gets children’s attention and we all laugh a little.
4. Talk about solutions when doing simple exercises.
9 + 5 = 14 “Is that sum 4 plus 10 or 4 groups of 10?”
28 + 2 = 30 “Is that product 3 plus 10 or 3 groups of 10?”
“There’s an app for that!” This inexpensive KinderMath app covers Common Core Standards for Kindergarten and Grade 1, incorporating ten frame models throughout to make sure children visualize the relationship between rote counting and quantity.
All of these ideas will help you align your instruction with the Common Core Standards, too.
Thanks for all you do to educate our nation’s children!
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.
Happy New Year! May this school year be the best ever!
Getting back into the classroom after a winter break, try using MathTalk as a great way to get all of your students thinking. The best test prep is a good understanding of a concept, and understanding is enhanced by math conversations.
We taped this video of MathTalk in action. Watch how a simple multiple-choice exercise is turned into a lesson where students deepen their understanding of numbers on a number line.