Math Specialist D3: 2007

Friday, November 16, 2007

Homework Assignment for Parents

Please remember to do your "homework" and write a letter to your student sharing your reflections of the Celebration of Learning and, specifically, the student led conference. Students are asked to bring in their letters on Monday, November 19th and they will be used for a future in class activity. Even if you have already told your student how you felt, taking the time to put it in writing is even more meaningful. Let us know if you need a copy of the original request for suggestions on what to include.

Thursday, November 15, 2007

Celebration of Learning

A huge THANK YOU for joining us in our first ever Celebration of Learning! Seeing the pride and joy on the faces of our children as they escorted their families into their classrooms made all the preparation worth it. Speaking of pride, I have never been more proud of a group of students than I was tonight. For most, it was the first time that they participated in a Student-led conference and they pulled it off like seasoned veterans. Even our Kindergartners shared successes and a few learning goals for the upcoming months.

The impetus for me to actually sit down and write this entry tonight was the joy that I felt on campus this evening. I lost count of how many parents remarked about how happy their child is at Aveson, or how much they are loving school. A grandparent commented, "This is sure a happy place." Although I hadn't thought about it that way before, I had to agree. As a reflective teacher, I tend to focus on the little things that I want to improve and sometimes forget to step back to see the big picture. Tonight the big picture was in clear focus; all I could see was a campus full of happy, successful children that were recognized and valued as individuals, not only by their families, but also by their teachers, peers and the entire Aveson community.

We are building a truly amazing place here, and I am glad that we are all in it together!

Sunday, September 30, 2007

Sally's Class

We're off and running in D3. Although much of September was dedicated to getting acquainted and learning routines, we did manage to introduce a variety of activities in math to engage the children, and continue assessment of what they already know and what they are developmentally ready to learn. Depending on students' needs, we introduced, reviewed or reinforced: one to one correspondence, tallying, bar graphs, shapes, sorting, counting, spatial relationships, patterns, calendaring (date, days of week), addition and subtraction.
As we continue the year, through a combination of direct instruction and exploration, children will have the opportunity to learn new concepts and develop skills through practice. The format of our class is for children to experience mathematics as they work in centers, independently or in small groups, and practice what is introduced via direct instruction. As we move forward, and the children become more independent with their practice, personal learning plans will be fine tuned and monitored more closely. In the meantime, children will continue to have authentic learning and skill building experiences in all content areas.
The State of California Content Standards for Mathematics are divided into five strands that can be explored simultaneously:
1. Number Sense
2. Algebra and Functions
3. Measurement and Geometry
4. Statistics, Data Analysis and Probability
5. Mathematical Reasoning
In the coming weeks, our K-2 Math Course Map will be posted and, as I become more adept with blogging, will post a snapshot of our classroom activities by content area so that you will be able to ask your child meaningful questions about their learning.
In the meantime, Here's to math!
Sally

From the mouths of students...

One of our first graders made it very clear that math was not a subject that she enjoyed. After several days of observing the student start down the road to becoming an enthusiastic mathematician by being engaged in classroom activities, I approached her...
Teacher: It looks like you are starting to like math.
Student: No, I still don't like math.
Teacher: You are doing such a wonderful job with your work in class I thought that you were enjoying it.
Student: Oh yes, I like the work we are doing in class, but this isn't math.

The following week, the same student reported that she had been playing some of our class games at home. At least now her parents understand that we are, in fact, doing math at school even though the student may not believe it.

If you have any stories from your D3 mathematician, please pass them along and, with your permission, I will happily post them for others to enjoy as well.

In the Classroom

October is off to a good start. Students are learning to work at a variety of math centers to engage mathematical thinking and practice skills from writing numbers to converting addition and subtraction stories into mathematical equations.

A most sincere thanks to our parent volunteers who contribute so much toward helping our classroom run smoothly to facilitate childrens' learning. Whether working at math centers or making materials from home, the time and effort you share with us is greatly appreciated. You truly make a difference.

Weekly Learning Overview

Advisor Name: Sally Davis
Course Title: K-2 Math
Week of: October 8-12, 2007

Standards addressed (What will students learn?):
Number Sense:
Kinder- Students use concrete objects to determine the answers to addition and subtraction problems for two numbers that are each less than 10.
1st - Students demonstrate the meaning of addition and subtraction , learn addition facts (sums to 20) and corresponding subtraction facts and commit them to memory, count by 2s, 5s, and 10s to 100.
2nd - Students model and solve simple problems involving multiplication, work with arrays, and learn multiplication tables of 2s, 5s, 10s (to “times 10”) and commit them to memory.
Geometry:
Kinder- Students identify common objects in their environment and describe geometric figures.
1st - Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space.
2nd – Students describe and classify plane and solid geometric shapes, put shapes together and take them apart to form other shapes.
Algebra and Functions:
Kinder- Students sort and classify objects.
1st – Students use number sentences with operational symbols and expressions to solve problems.
2nd – Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction.

Activities (How will students learn?):
· Students use manipulatives on counting boards and create number stories for practical application of addition and subtraction concepts. Older children use this activity to support recognition of fact families and committing addition and subtraction facts to memory.
· Students convert number stories to equations using math symbols: +, -, =.
· Students use number squares to practice one to one correspondence, observe combinations of numbers and practice simple addition by grouping. More advanced students are also using this activity to practice addition with sums greater than ten.
· Students make tables to observe patterns for multiples of 2, 3, 4, 5, and 10.
· Students use tangrams to explore plane figures and their relationships.
· Students draw plane and solid figures from models, and then turn the figure into a common object by adding lines, (draw rectangle, then turn it into a computer monitor).
· Students use a variety of objects to sort, classify and record.

Skills (What tools will students take with them?):
Kinder- Students will count, read and write numbers to 20.
Students will understand the concept of addition and subtraction, add and subtract single digit numbers using concrete objects.
Students will identify, sort and classify objects.
Students will identify and describe common geometric shapes.
1st – Students will count, read and write whole numbers to 100.
Students will know the addition facts (sums to 20) and corresponding subtraction facts and begin to commit them to memory.
Students will use the inverse relationship between addition and subtraction to solve problems.
Students will show the meaning of addition and subtraction.
Students will understand and use number sentences with +, -, and = symbols to solve problems.
Students will identify describe and compare plane and solid figures.
Students will describe objects in space by proximity, position and direction.
2nd – Students will use arrays and repeated addition and counting by multiples to do multiplication.
Students will use the commutative and associative properties of addition and multiplications to simplify mental calculations and to check results.
Students will relate problem situations to number sentences involving addition, subtraction and multiplication.
Students will describe and classify plane and solid geometric shapes.
Students will put shapes together and take them apart to form other shapes.

Assessments (How will students show what they have learned?)
Students’ work in math centers will demonstrate learning, both skills and concepts that student is competent with and those needing additional support and practice.

Follow-up learning activities (What can we do at home to reinforce learning?)
K- As needed, students can practice writing their numbers and developing one to one correspondence at home. Using beans, macaroni, twist ties, or other household items, children can practice counting and writing “how many”.
1st- Find opportunities for children to practice addition and subtract with numbers under ten and begin committing the math facts to memory after demonstrating that the concept has been mastered.
2nd- Practice memorization of math facts (addition and subtraction 0-20) at home, using the principle of fact families to master application of inverse principles. 2 + 3 = 5, 5 – 3 = 2.

Wish list of resources:
Tangram books or activity cards that provide patterns for children to explore with.