Coins...Determining Importance

Each of these coin webs was made by 5-6 students that met with me in small math groups.  First, I passed out real coins to each of them to touch, compare and look at closely.  They each took a turn sharing one thing they knew or noticed about their specific coin.  They then wrote their observations on the chart.

Once we had all of the coin webs finished and hanging in the window (the only place left in my classroom to hang anchor charts...lol), we discussed how some of the information was really more important for us to remember than other information.  We had just finished a reading comprehension lesson on determining importance titled "What's in My Teacher's Purse".  In that lesson, they had to determine and sort whether the items I pulled out of my purse were "Important" or just "Interesting".  They got pretty good at this, so I thought it would be a good comprehension lesson to pull over to math.

I asked the students to tell me which things they thought would be the most important to remember when they are trying to tell the different coins apart.  Then I circled what we felt were the most important differences.

Math Strategy Posters

These are some strategies we've been working on when solving story problems in math.  I may have to repost if/when I make them cuter.  ;o)

Math Problem Solving Posters

Skip Counting Problem Solving

We've been working on beginning our math units each week with some sort of "real problem" for the students to solve that will hopefully get them thinking in a way in which they need to use the strategy being taught for that week.  Here is an example of the problem we did for skip counting:

Mrs Garza will have 16 children in her first grade class.  Each child will have a set of 5 crayons.  How many crayons will there be?

The students were told they could solve it in their math journals or use crayons, if they wanted to.  Some of them chose to work together with others at their table.  Here are some of the solutions they came up with:

 

Ana decided to draw her groups of crayons.  She wasn't finished yet when I took this photo.

 Giselle and Ximena decided to work together using crayons to construct actual groups of 5.  They asked for rubber bands to group them more easily.  :)

Rosaisela chose to draw a square for each crayon and group them by rows of 5.

Colin was counting by 5's, showing his counting with the numbers, then added, "She's gonna need a big
basket " because there will be 80 crayons.  :)

Nathaniel drew a number line to 16.  Then he wrote a 5 under each number.  He said when he realized it was counting by 5's, he easily added the "count by 5 numbers" (5, 10, 15, 20...).

Math Workshop

Before we begin our math workshop at the beginning of the year, we look at several of the "math tools" that we will be using during the school year.  These consist of things such as links, unifix cubes, pattern blocks, plastic bears, etc...  The students sit in a circle with one of the tools in front of them, and brainstorm how we could use these tools for math. When they have an idea, we write it down and each of them tries out the idea.  Below are some of the charts we made at the beginning of the year.  These charts hang above our math station area as reminders of what is expected.  The students this year have been very good about using the manipulatives in the ways in which they were intended for the specific math games.  In past years, when we didn't introduce the "tools" this way, students were much more likely to "play" with the manipulatives.

The manipulatives are not all out and available to the children at all times.  When not in use, they each have their own labeled box in a closet.  I only put out the exact tools and amounts that they will need for each of the twelve math games.  Having them put away allows for novelty when they are used for a new game.  Also, students are less likely to use them correctly when they're all out at the same time.

While I am working with a small guided math group, the other students are working on specific activities/games around the classroom.  Some of the games are independent.  Some of them are with a partner.  Each game is stored on a tray.  The trays make it easy to carry to a spot in the classroom.  They also have only the tools needed for that specific game/activity.  The students have been excellent at cleaning up the trays and putting everything back neatly.  No more tubs for me.  I am hooked on the tray idea!

I have 12 different trays to choose from.  This is plenty because they also have the option of playing math games on three different computers or going to the SMARTboard for an independent math activity. 

Below is an example of one of the place value games we have on a tray right now.  All of the supplies needed for this particular game are included on the tray.  Included are:  directions for the game, a tens & ones mat, popcicle sticks and rubber bands for grouping by tens, number cards, and a die.  This particular game came from

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

These number grid puzzles are also from the above website.  This game is for one player.  There is a sticker on each of the trays labeled with either a "1" or "2" to let the students know how many people can play each game.

Scoop-De-Doo is a popular game right now for place value.  The students scoop beads with their spoon and count them out on the "ones" mat.  Once they make a set of ten, they put the ten beads into a small cup.  Whoever collects 100 beads (10 cups) first, wins.  This game is from

http://mathlearnnc.sharpschool.com/cms/One.aspx?portalId=4507283&pageId=5048438

Before we begin going out into the room and playing the games, we talk about how we need our room to look, sound and feel during math time.  Below is the set of "rules" we came up with together, as a class, this year.  This is hanging near our math tray shelf.  We may refer to it anytime we have a problem during "math trays".

These are more of the math trays on the shelf.  You can see that each of them has a sticker with either a "1" or "2" to designate whether it's intended for one or two players.

Our math word wall hangs near our math trays. 

This is part of the area where I work with my small guided math groups.  We have an interactive number line on the wall.  Each card is connected with a paper clip, making it easy to change out the numbers to match the needs of the group I'm working with.  There is also a hundred's chart on the wall for us to refer to as we work.