I was going to post this under a specific grade level tab, but I didn't want anyone to miss it. The attachment below will link you to an edWeb.net webinar that explains the importance of children being able to understand concrete before moving on to the abstract. There are 4 different webinars in the series. Definitely worth watching. Continuing education credits are available if you take the online quiz after the webinar.
http://home.edweb.net/webinar/addition-subtraction-numbers-decimals/
http://home.edweb.net/webinar/multiplication-division-whole-numbers/
http://home.edweb.net/webinar/addition-subtraction-fraction/
http://home.edweb.net/webinar/multiplication-division-fractions-decimals/
Thursday, April 6, 2017
Wednesday, April 5, 2017
Had to share...
Sometimes I find something and I just can't help but get all excited about it. In some of the districts I've worked in, I've used AIMSWEB as an assessment tool. The district I work for now uses AIMSWEB, but only for reading. So I decided to go on the hunt. And boy did I find something AMAZING!
Click the link below to go to easyCBM. There you will find LOTS of curriculum based measurement probes similar to AIMSWEB in reading and math. The best part....they are FREE!!! Of course, you can sign up for the deluxe version and have more access, but the lite version was exactly what I was looking for.
https://app.easycbm.com/teachers/auth/index.php
Click the link below to go to easyCBM. There you will find LOTS of curriculum based measurement probes similar to AIMSWEB in reading and math. The best part....they are FREE!!! Of course, you can sign up for the deluxe version and have more access, but the lite version was exactly what I was looking for.
https://app.easycbm.com/teachers/auth/index.php
Sunday, April 2, 2017
Old School Thinking?
Every school I've worked at has embraced the thinking that ALL students should be exposed to grade level math concepts. The idea behind this is that if they aren't, there will always be a gap.
Here is some food for thought....
All of these same schools utilize guided reading and writing models. Let's just look at reading for a minute. If a 5th grader is reading at a level P, they are not asked to read and do work at a level T.
Expecting ALL students to do grade level math is comparable to using basal readers and doing whole class reading. I know some schools still do whole class reading, but there has been a huge shift away from that kind of teaching.
Why is teaching math lagging behind as far as addressing individual needs? I can tell you from my own personal work that exposing children to grade level math concepts without addressing deficiencies only makes the problem worse.
I believe that guided math groups are the way to go. I speak from doing my own research and having developed Individualized Math Plans for struggling students as well as research from others who are experts in the field.
It's time to let go of the old school thinking and start meeting kids where they're at in math.
Here is some food for thought....
All of these same schools utilize guided reading and writing models. Let's just look at reading for a minute. If a 5th grader is reading at a level P, they are not asked to read and do work at a level T.
Expecting ALL students to do grade level math is comparable to using basal readers and doing whole class reading. I know some schools still do whole class reading, but there has been a huge shift away from that kind of teaching.
Why is teaching math lagging behind as far as addressing individual needs? I can tell you from my own personal work that exposing children to grade level math concepts without addressing deficiencies only makes the problem worse.
I believe that guided math groups are the way to go. I speak from doing my own research and having developed Individualized Math Plans for struggling students as well as research from others who are experts in the field.
It's time to let go of the old school thinking and start meeting kids where they're at in math.
Wednesday, November 16, 2016
Two Pet Peeves
When it comes to math, there are 2 MAJOR pet peeves that I have...
1. When reading a number like 149 as "one-hundred and forty-nine."
In math, AND means something. It is an indication that a number has a decimal point. Even if you teach younger children, please don't use and.
2. Telling students that they CAN'T subtract a larger number from a smaller number (ex. 2-3). You can actually subtract a larger number from a smaller number. You will get a negative number. So, your students might not be working on these types of problems, but to say it can't be done is untrue.
Why does it even matter?
It is VERY difficult, especially with students who struggle in math, to un-teach misconceptions. When students get into grades where they encounter decimal points and negative numbers, it is important that they not be confused by past practices.
one hundred and forty-nine looks like: 100.49
2-3= -1
So please.... when saying numbers aloud to students in younger grades, subtract the word "and" from your vocabulary.
When a student in younger grades is trying to subtract 2-3, don't tell them they can't do that. Tell them that, while it is possible, it is not something they are learning yet and that they need to use borrowing to solve the problem.
1. When reading a number like 149 as "one-hundred and forty-nine."
In math, AND means something. It is an indication that a number has a decimal point. Even if you teach younger children, please don't use and.
2. Telling students that they CAN'T subtract a larger number from a smaller number (ex. 2-3). You can actually subtract a larger number from a smaller number. You will get a negative number. So, your students might not be working on these types of problems, but to say it can't be done is untrue.
Why does it even matter?
It is VERY difficult, especially with students who struggle in math, to un-teach misconceptions. When students get into grades where they encounter decimal points and negative numbers, it is important that they not be confused by past practices.
one hundred and forty-nine looks like: 100.49
2-3= -1
So please.... when saying numbers aloud to students in younger grades, subtract the word "and" from your vocabulary.
When a student in younger grades is trying to subtract 2-3, don't tell them they can't do that. Tell them that, while it is possible, it is not something they are learning yet and that they need to use borrowing to solve the problem.
Thursday, November 3, 2016
Improper Fractions- Are terms confusing our kids?
Here's a little something to contemplate....
What does the word "improper" mean? Incorrect, inaccurate, not in accordance with accepted rules.
Does it make sense that some of our students might view an improper fraction as a fraction that isn't right? Is there another way to name a fraction where the numerator is larger than the denominator? Can we say "a fraction greater than 1?"
Writing a fraction where the numerator is larger than the denominator is perfectly acceptable, after all.....
Just food for thought today.
What does the word "improper" mean? Incorrect, inaccurate, not in accordance with accepted rules.
Does it make sense that some of our students might view an improper fraction as a fraction that isn't right? Is there another way to name a fraction where the numerator is larger than the denominator? Can we say "a fraction greater than 1?"
Writing a fraction where the numerator is larger than the denominator is perfectly acceptable, after all.....
Just food for thought today.
Monday, October 24, 2016
Check it Out
Don't forget to check out the Math App of the Month tab. There's a pretty cool app this month :)
Thursday, October 20, 2016
Flexible Thinkers
It came up in conversation today that each math program seems to have it's own preferred tool that it uses to teach concepts (fraction circle, tape diagram, number line, area model, etc). When children are taught using a program's preferred method, this actually becomes a rote way of learning how to do something. It reduces it to nothing more than a procedure to be followed and does nothing for the student who truly does not understand the concept. That led to a discussion on flexible thinking. Students should be introduced to topics through pictoral representations using different tools/language to help them gain the conceptual understanding. In the end, it should not matter how they model their knowledge of a math concept as long as they can show they understand.
Think of it like this.... If you ALWAYS show students how to compute fractions using a tape diagram but then they are presented with a problem that asks them to think about serving a pie at Thanksgiving or not having the right measuring cup and trying to figure out what they can use instead to get the correct measurement- will they be able to figure it out?
Lets make sure that no matter what "program" we use, we keep in mind that we need to make sure we are helping to create flexible thinkers (even if that means stepping outside of the program to show students other tools they can use to solve the same problems).
Think of it like this.... If you ALWAYS show students how to compute fractions using a tape diagram but then they are presented with a problem that asks them to think about serving a pie at Thanksgiving or not having the right measuring cup and trying to figure out what they can use instead to get the correct measurement- will they be able to figure it out?
Lets make sure that no matter what "program" we use, we keep in mind that we need to make sure we are helping to create flexible thinkers (even if that means stepping outside of the program to show students other tools they can use to solve the same problems).
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