WOW! October already! I’m looking forward to meeting with Florida teachers in two weeks at the 60th annual Florida Council of Teachers of Mathematics conference! I’ll be sharing ideas for implementing ten frame models into math instruction in the primary grades. Of course we’ll be focusing on how these strategies support teaching to the Common Core so that children develop those powerful habits of mind that help them get really good at math.
If you want to learn more about ten frames, this video, Getting Started with Ten Frames, is a good place to start. Ten frames are so easy to integrate with your math lessons. If your math program does not already have workmats to use, you can easily make a ten frame mat for each student and have them use pennies as counters.
For free online resources,
click here to practice numbers to ten
click here to practice counting on with ten frames.
click here to practice solving subtraction stories with ten frames.
You can use the online practice as a daily sponge activity, too!
Three cheers for teachers everywhere!
Teachers make a difference!
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!
I just came across this wonderful blog site just for Kindergarten.
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!
How does an expert teacher fit in all of that great teaching? The secret is in the planning which Ms. Saul shares in this quick video. And there is so much more!
Watch how she integrates music and large motor moments with times tables practice to aid in memorization.
Learn tips from this expert teacher for managing your classroom and creating a community of learners.
Great teachers make a difference!
Like the other videos in our Common Core Math Standards series, this video comes to us from the Teaching Channel.