Math Talk: A Recordable Moment

Today in math I wasn't planning on teaching addition with regrouping because I wasn't sure that my students were there yet.  We have been working on mastering our facts to 10 so that we have solid foundation.

It has been touch and go and I've been trying to make it as interactive as possible.  My students are always up for anything that I present to them and today was just the same.  I went into today's lesson thinking that I was going to start subtraction (without regrouping), but once I wrote the header on the board, I came to me that I needed to do more addition, but with regrouping this time.

We warmed up with a card game (similar to "war") where students work in pairs with a deck of cards and they each flip a card over and add the faces together.  Whomever adds up the faces correctly first gets the cards.  It has been a major hit with my students (because they are uber competitive and sponges for learning), so I figured it would be a good lead in to the addition with regrouping.

I reconvened everyone and presented a problem where they had to regroup.  We discussed the need to remember the place value columns and what the digits in a two-digit number meant.  We spent a few minutes composing and decomposing numbers to get the idea of what numbers were really made of.

We were then off to the races to try and add with regrouping.  In trying to keep it simple, I stuck with a simple algorithm that they could follow the steps/pattern to.  With everyone engaged and wanting to share what they thought was the "right way", I turned the floor over to them and asked for a turn & talk.  They needed to talk to the person beside them how they were going to solve 38+96.  This is where I went scrambling for my ipad to record a conversation between two students (grade 2s) about what they immediately saw about the numbers and the steps that they were going to take to solve the problem.

This left me so proud of where they have some from since September when they wouldn't even talk about what they saw or what they wondered.  It was an unintentional moment, yet perfect.  I was ecstatic that could capture it on video.  Next time I would stop questioning them and hope that they would continue to talk about what they saw and hopefully get up and demonstrate their ideas on the board to solidify their understanding.

Until tomorrow, I hope that there's sunshine & happiness in your day similar to what I had today with my math talks.

Stephanei :)

How Do You Teach Reasonableness?!?

So as I laid in bed a few nights ago because I couldn't turn my brain off, I got thinking about the batch of marking that I had done earlier in the day.  It was a math formative assessment that followed a weeks worth of lessons on proportional reasoning and consequently the reasonableness of our answers.  What kept coming to my mind was "how do I go back and teach reasonableness again?" because it seemed every answer I read I wonder who would have submitted this if they had only re-read their answer to check if it made sense.  We've had a new vision in math these past few years in going to more of a problem solving approach (which I love by the way), so I try to keep an open mind when reading the work of my students.  I preach on a daily basis that we all take different routes to school in the morning and all end up at the same place, so we can do the same thing with a math problem.  However, I often make my students laugh when I ask if they think it's reasonable that I head to Montreal first before coming to school just to prove my point that sometimes our answers are not the best avenues to take.  But this isn't sticking with them...so now what?!

As a part of our School Learning Team it was one of our focuses this year to get students to re-read their work before submitting it (regardless of the subject area) and I seem to be failing miserably with this focus.  I'm at a loss as to how to get this point across.  I've thought of giving them the whole "can't hand it in until you've read it over" or "you must take a minimum of 10 minutes to solve the problem before handing it in", but it isn't teaching the kids what to look for.  They are solving the problem to the best of their ability and if they knew the answer was not right then they wouldn't have written it in the first place.  I always consolidate answers to problems that have a high rate of inaccuracy and when I do the light clicks, but it doesn't always stay on for the next time.  So my big question is "now what?".  Please leave me any comments or suggestions here or on my twitter at @stephwardranger

Have a good week!

Stephanie :)