Saturday, February 23, 2013

More homework- EXIT TASKS

Doubles are 1+1=2, 2-1=1 2+2=4,4-2=2, 3+3=6, 6-3=3....

Yesterday I tried something new with an exit task.  It was actually written into Bridges and I thought since the papers were already ran off, and it was in Number Corner it would work well as an exit task.

Thursday's challenge has been doubles and neighbors.  I had not been consistent in getting to Thursday's challenge because by the end of the week  it is called make up time!

I have been impressed with my students coming back from DI (Differentiated Instruction), from Jessica's class.  We have split our DI time between Math and Language
arts.  Jessica does the math and I do Language Arts.  My students keep bringing up doubles as an addition strategy and I knew I needed to share that with the whole class.

I made it a point to do Thursday's challenges consistently.  Yesterday there was a work sheet on doubles in addition and subtraction.  The instructions called for the teacher to walk around the room interviewing each students way of doing the addition and subtraction.  (Were they using their fingers?  Were they counting on?  Were they using doubles or neighbors to solve the problems?)  I thought this would be a good exit task and show me what I needed to do next with the group.

I was most interested in seeing how the students that were not getting DI in math would do with the doubles.  I had a suspicion that subtraction was going to be UGLY in doubles.  I was hoping addition would show  they were getting it because I had been teaching the Thursday challenges more consistently.

Math Studio survey- HOMEWORK on Saturday!

What connections are you seeing between your implementation of your learning during Studio and your students' understanding and achievement in mathematics? Give specific evidence from your everyday classroom observations, conferences with students, formative and summative classroom assessments, and/or standardized testing. 

It gives me the courage to try new things.  Yesterday we were doing the whale's flukes, and it was just automatic for me to want to make a public record of the pattern we saw between how many whales and how many flukes. That took me a long time to become automatic for me.   I also had students remembering how we labeled the crab chart and told me we need to label the parts.  In fact labeling got brought up twice  and I was thrilled!  That means it is becoming automatic for students to think like that  Yeah!!

I constantly think about select and sequencing as I move around the room.  We were doing the lobster problem solving and I kept remembering how Jill would look for someone to get it started, so other students would have a jumping off place.  Plus looking for multiple representations, so students can see there is more than one way to do a problem.

I also collected the data from the lobster problems to see how they were thinking.  I made a point to look at them the same day while it was fresh.  It was discouraging to see how few really get it.  Perseverance!  I think it will take multiple times doing this to get results.

15. Finally, are there particular teaching ideas, Mathematical Habits­of­Mind/Interaction, Mathematically Productive Teaching Routines, and/or specific practices embedded in those routines that you hope are addressed during the upcoming Studio? Please list those below. 

Refresh. Refresh.  Refresh.  If I was a computer I would say hit the old refresh button.  I can't pick out just one. 

But since I have never tried the math seminar I need to do that, though it gives me a sinking feeling in my heart because I know it means Teena will be in my room soon and it will be HARD work and probably painful.  Yep gird up those loins-ha!  Gird up the brain and go forth into battle against my self crippling mental self perceptions about myself and math.

Sunday, February 17, 2013

The Transitive Property

I have the transitive property on my mind.  Last week at our PLC meeting (Planned Learning communities)  we picked a lesson to do our math studio homework on.  We needed to plan for justification and generalizations that our students could make.  We have a new supplement lesson we have never taught before which matches the Common Core.  It is a measurement series of lessons.  The first lesson involves the transitive property.  Before reading this lesson I would not have been able to tell you what the transitive property even is.  I did not even understand it till I did the math.

The transitive property of equality states for any real numbers a, b, and c:
If a = b and b = c, then a = c.
For example, 5 = 3 + 2. 3 + 2 = 1 + 4. So, 5 = 1 + 4.
Another example: a = 3. 3 = b. So, a = b.

I am still wrestling with this and have my strips of paper out to practise.  OMG how am I to teach something I struggle to understand?

We are to have various lengths of strips of paper in different colors.  We use one as the base line(a).  We compare a to b. ( a is longer than b)  We remove a  and compare b  to c. b is longer than c.  Therefore a is longer than c.  ( Hope that is right!)  

Because I struggle so much with this I wonder how many of my students will get this?  My gut says maybe a handful of 5?

Any way this has been on my mind.  Today in adult Bible class it came to mind once again. Here is what I had meta cognition on:  

God loves Jesus.  Jesus loves me.  Therefore, God loves me.

Then I read the Urban Dictionary on the Transitive property.  Ew.

I much prefer that God loves me because he see me through Jesus.  Because Jesus took my sins to the cross and died for me God can see and love me without sin.

Natural Law originates with God.  Mathematical Law originates with God.  all things orignate with God.

I'll let you know how many of my first graders get the transitive property. It may be another Common Core pipe dream.