tag:blogger.com,1999:blog-58033711577170331852024-02-20T11:57:07.978-05:00Coaching ChroniclesChets Creek Elementary is a K-5 professional learning community with 1,300 learners in Jacksonville, FL. Coaching Chronicles was first created when I served as the school's Instructional Coach (2004-2011). I have since served as a third grade learning leader(2011-2013), and am now the school's Assistant Principal. Regardless of my role, this blog shares snippets of our learning journey and Creek Life.
Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.comBlogger209125tag:blogger.com,1999:blog-5803371157717033185.post-33924087826136040792014-09-13T13:23:00.003-04:002014-09-13T13:28:01.125-04:00Math Council Meeting #1<span style="font-size: large;">Math Council met for our first meeting of the 2014-2015 school year on Wednesday. <span id="goog_1346391926"></span><a href="http://coachingchronicles.wikispaces.com/Math+Council+2014+2015">Our agenda</a> <span id="goog_1346391927"></span>was packed because of all the changes this year. We have new standards, new content limits, new item specifications, and new state standardized assessments. We also have new online tools purchased by the district. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlxfFlGobVEUjfNm0gzGJLoEl63MM9N0EsTAKry_5WAQX4KvPoPh_hamAcmEf_gNaPyORsXNtg-X9LAmYOEbbbexrK_wXZsqOJdMr8upzLwHM6pi680vd6hIh3KHcD0j2k0UNl4dLU7MW9/s1600/MC+Agenda.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlxfFlGobVEUjfNm0gzGJLoEl63MM9N0EsTAKry_5WAQX4KvPoPh_hamAcmEf_gNaPyORsXNtg-X9LAmYOEbbbexrK_wXZsqOJdMr8upzLwHM6pi680vd6hIh3KHcD0j2k0UNl4dLU7MW9/s1600/MC+Agenda.png" height="640" width="432" /></a></div>
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<span style="font-size: large;">Knowing what we do about S-C-I-A <span style="font-size: small;">(Standards, Curriculum, Instruction, and Assessment) </span>alignment, we know that new standards and the definition of how we assess them, changes everything. It changes the curriculum units we use as teacher tools, the instructional content we teach, the rigor and depth of the questioning we use, the level of tiered instruction we'll implement, the assessment questions we create, and the homework we give. It basically turns back the clock of time. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-l49LLLEHXfwyzOd0lTtmhhosB97B5WdPQ6H3hFeeRhl8r3x-vNM5SV1XiGZOBhpalZ4amfTEUrOLpXcQ6d0yY3m7WpCOknklAjzuZtG2sKPNSMcgUjFU-hj4pDcINaabKQ2XmSYstz2x/s1600/leverage+leadership.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-l49LLLEHXfwyzOd0lTtmhhosB97B5WdPQ6H3hFeeRhl8r3x-vNM5SV1XiGZOBhpalZ4amfTEUrOLpXcQ6d0yY3m7WpCOknklAjzuZtG2sKPNSMcgUjFU-hj4pDcINaabKQ2XmSYstz2x/s1600/leverage+leadership.png" height="320" width="241" /></a><span style="font-size: large;">We start all agendas with a quote; It seemed fitting that I used, <span style="font-size: small;"><span style="font-size: large;">"In places where most people see challenges, Julie Jackson sees opportunity and promise." from a new text I'm reading, <em>Leverage Leadership. </em> At <em>The Creek </em>we've always seen challenges as opportunities. Though we will be turning to new, we know that with the new, often brings growth. It'll be hard work but in the end will lead students to a deeper math understanding. As professionals it will require us to study and hone our craft, but we are ready and willing. </span></span></span><br />
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<span style="font-size: large;">The agenda was structured around four questions, <em>Where Have We Been, Where Are We Going, How Will We Get There, and What Do We Need to Get There? </em></span><br />
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<span style="font-size: large;"><em><u><strong><span style="color: red;">Where Have We Been?:</span></strong></u></em> We quickly analyzed last year's data to give us a clear picture of what we had accomplished and what next steps remained. Due to all the changes, we didn't spend time setting new goals based on this data, rather will closely monitor our exit tickets and common aligned assessments as we move forward this year. </span><br />
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<span style="font-size: large;"><em><u><strong><span style="color: red;">Where Are We Going?:</span></strong></u></em> The majority of our time together was spent on discussion about our new standards and the new state assessment. To begin, council members paired up and took a true/false quiz on the new Grade 3 standards that was written by our third grade math lead, Ashley Russell. The team answered the questions to the best of their ability and then logged on to <a href="http://flstandards.org/">http://flstandards.org</a> to look up answers. After they looked up a few, Ashley provided an answer key with notes. Here is a partial part of that quiz: </span><br />
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<a href="https://www.blogger.com/null" name="_GoBack"></a><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Abscissa; font-size: 18pt; line-height: 115%;">Grade 3 Mathematical Florida Standards <o:p></o:p></span></u></b></div>
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<span style="font-family: Abscissa;">Use multiplication and division
within 100.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: gray; font-family: Abscissa; font-size: 16pt; mso-highlight: gray;">TRUE</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;"><span style="mso-spacerun: yes;"> </span>FALSE<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;">Notes<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></span></b></div>
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<span style="font-family: Abscissa;">Understand the Associative
Property of Multiplication. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: gray; font-family: Abscissa; font-size: 16pt; mso-highlight: gray;">TRUE</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;"><span style="mso-spacerun: yes;"> </span>FALSE<o:p></o:p></span></b></div>
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<span style="background: yellow; font-family: Abscissa; font-size: 12pt; mso-highlight: yellow;"><o:p></o:p></span><br /></div>
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<span style="font-family: Abscissa;">By the end of Grade 3, students
will know from memory all products through <b style="mso-bidi-font-weight: normal;"><u><span style="background: silver; mso-highlight: silver;">12 x 12.</span></u></b>
<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;">TRUE<span style="mso-spacerun: yes;"> </span><span style="background: gray; mso-highlight: gray;">FALSE</span><o:p></o:p></span></b></div>
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<span style="font-family: Abscissa; font-size: 10pt;">through 9x9<o:p></o:p></span></div>
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<span style="font-family: Abscissa;">Solve <b style="mso-bidi-font-weight: normal;"><u><span style="background: silver; mso-highlight: silver;">one-</span></u></b>step
word problems using the four operations. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;">TRUE<span style="mso-spacerun: yes;"> </span><span style="background: gray; mso-highlight: gray;">FALSE</span><o:p></o:p></span></b></div>
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<span style="font-family: Abscissa; font-size: 10pt;">two-step<o:p></o:p></span></div>
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<span style="font-family: Abscissa;">Use place value understanding to
round whole numbers to the nearest 10 and 100 only. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: gray; font-family: Abscissa; font-size: 16pt; mso-highlight: gray;">TRUE</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Abscissa; font-size: 16pt;"><span style="mso-spacerun: yes;"> </span>FALSE<o:p></o:p></span></b></div>
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<span style="background: yellow; font-family: Abscissa; font-size: 10pt; mso-highlight: yellow;"><o:p></o:p></span><br /></div>
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</span></span><span style="font-size: large;">The leads found the exercise interactive and beneficial with getting acquainted with the standards and saw the benefit in clearing up misconceptions. As they create their own standards quiz for their grade level, I've asked them to share a copy with me. Having a vertical picture of the math standards is one goal of the Math Council team. </span><br />
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<span style="font-size: large;"><strong>"Standards are meaningless until you define how to assess them."</strong> Another quote taken from <em>Leverage Leadership </em>which created the springboard for our next activity. We logged on to the Florida Assessments Training Test at <a href="http://www.fsassessments.org/">http://www.fsassessments.org</a> and took a Training Test. </span><span style="font-size: small;">(Open in Firefox, Click on Students/Parents, Click on Training Test, Click on Sign In as Guest User, and Start Test). </span><br />
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<span style="font-size: large;">Right away, our leads recognized the depth of change. Students would have to get really comfortable with technology tools, varying question stems, answering with multiple correct answers rather than just choosing a best answer. A deeper level of content understanding and number sense would be necessary. The list goes on and on. The Training Test shows the rigor at which the state plans to assess. </span><br />
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<span style="font-size: large;"><em><u><strong><span style="color: red;">How Will We Get There?:</span></strong></u> </em></span><span style="font-size: large;">I put together binders for each lead with the grade level standards, the content to be covered on their grade level test, and the sample item specifications of new questions and stems. We turned our attention for a few minutes to these documents that will need to be dissected in order for full understanding and to give leads the ability needed to begin making changes to the assessment questions on their common aligned grade level assessments, exit tickets, and homework. This is where the depth of our time, energy, and expertise will be needed this year to begin the massive revisions. </span><br />
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<span style="font-size: large;">Again, I used <em>Leverage Leadership</em> by reviewing Chapter 1 on Instruction, highlighting major points, to give leads an understanding of why we need these revisions to be common, state assessment aligned, and curriculum aligned. It will be a difficult and time consuming, but we have to find a way. </span><br />
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<span style="font-size: large;">Our discussion in this area also included the importance of teachers following the Learning Schedule. Only when learning schedules are followed can common aligned assessment occur for grade level discussion of student work and assessment results. The level of rigor needed must be embraced across all classrooms on a grade level. We plan on much more sharing of student work during Teacher Meetings to make this a reality. </span><br />
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<span style="font-size: large;"><em><u><strong><span style="color: red;">What Do We Need To Get There?:</span></strong></u> </em>With a change in standards, comes changes in content. Some of the new standards will mean rearranging curriculum units between grade levels, others will require buying new materials, and yet others will mean that we need professional development in certain areas. We know, we will need inch rulers in first grade, Number Talk books in K/1, and we will need to send leads to the Florida Math Conference. I'm sure there are other needs, too, that will emerge, and this team stands ready to fulfill the requests. </span><br />
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<span style="font-size: large;">We also recognize that new ideas will be implemented and old ideas tweaked to better meet the needs of all students. Though, I called these Tidbits on this month's agenda, as we move forward I'll call them Small Gems. Two small gems from this meeting included Ashley's implementation of a <a href="http://coachingchronicles.wikispaces.com/Math+Council+2014+2015">Today's Number Sheet</a> during her math center teacher led group, and <a href="http://coachingchronicles.wikispaces.com/Math+Council+2014+2015">Angela's implementation of her common board configuration and lesson planning</a>. They were ideas that were shared so others, seeing connections, may immediately implement. </span><br />
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<span style="font-size: large;">If you are interested in reading more about our Math Council meetings, stay tuned... We met, again, on October 8th! </span><br />
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<br />Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-77385567633729488982014-09-13T11:43:00.002-04:002014-09-13T11:45:00.225-04:00Distributed Leadership Team<span style="font-size: large;">We had our first Math Council meeting of the 2014-2015 school year on Wednesday and as I began to pen a post about our time together, I realized that what first needed to be understood was the structure of our distributed leadership in our learning community and the fundamental reason that this team had assembled. </span><br />
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<span style="font-size: large;">Over a decade ago when we embraced the America's Choice comprehensive school design, they met with our founding principal and asked her to put together a Leadership Team. The make up of the team was to include the school's leaders that would guide the school's vision instructionally and culturally,and make day to day decisions, together as a team, that would steer us in achieving our vision and mission. Members included the principal, vice principal, instructional coaches, guidance counselor, and our community outreach coordinators. </span><span style="font-size: large;">Over the years, the make up of this team was fluid but the goal never changed, to distribute leadership throughout the school to ensure the school's goals were achieved. </span><br />
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<span style="font-size: large;">In those early days, we were blessed with reading and math coaches who planned for and implemented the school's professional development and also did daily in class coaching. This meant that we were having quality discussion at our Leadership Team table about the instructional goals and plans of the school. </span><span style="font-size: large;">In time, however, as our school's funding increasingly tightened, vice principal positions vanished, and multiple content coaches became non-existent, we had arrived at a different destination. </span><br />
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<span style="font-size: large;">We </span><span style="font-size: large;">were at a point where there was funding for the principal position and one instructional coach only. Our team had lost critical members and the focus on instruction had began to shift. We knew we needed to redefine our Leadership Team and more </span><span style="font-size: large;">heavily embrace teacher leadership. We needed and wanted more of our leadership conversation to be focused on vertical articulation in each content area but we had to do it without funding to add more people. </span><br />
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<span style="font-size: large;">The birth of the Curriculum Leadership Council emerged. The CLC would be comprised of an English Language Arts Council, Math Council, and Science Council. Each council would be made up of a lead teacher from each grade level in Kindergarten through Fifth Grade responsible for taking the content our council meetings and distributing the message and professional learning to each of the grade level teams during their weekly Teacher Meetings. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_b3g1mlsMWJyyDNfqhUaM-aiKJkOM9lo5r6pv28Rk2tBTEuaBfa9SYKTvZFkOlzxAT6uSCCeU0FJToKXb3FiDceGK71EEGx0lOZti_c0P4v_ptQzY55vWx1MoImAp_cwxclzoh214E6bc/s1600/CLC+Flow.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_b3g1mlsMWJyyDNfqhUaM-aiKJkOM9lo5r6pv28Rk2tBTEuaBfa9SYKTvZFkOlzxAT6uSCCeU0FJToKXb3FiDceGK71EEGx0lOZti_c0P4v_ptQzY55vWx1MoImAp_cwxclzoh214E6bc/s1600/CLC+Flow.png" height="250" width="400" /></a></div>
<span style="font-size: large;">The principal would meet with the whole CLC Leadership Team the first Wednesday of the month, and then I would run ELA Council the second Wednesday, Math Council the third Wednesday, and Science Council the fourth Wednesday of the month. The teams would meet from 8:30-10:00 am. The principal had strategically set up the resource schedule on Wednesdays to give extra resource to the classes where teachers were involved in Council Meetings and/or have a co-teacher cover. </span><br />
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<span style="font-size: large;">In the couple of years that I planned for and ran each Council group, I was stretched incredibly thin. I did the best I could to stay one step ahead, and although the Council groups were better than what we had, they were not as good as what we needed. </span><br />
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<span style="font-size: large;">We were thrilled when a Reading Coach position was added and Melanie embraced the role. She then became the chair of the ELA Council. This allowed her to plan for and implement ELA Council, attend some of the Teacher Meetings, provide book study, and do in class coaching. The momentum had changed and the depth of the ELA work of the school had a significant, marked difference. Melanie embraced her own learning, attended national training, began implementing new ideas and curriculum tools. Our ELA instruction began showing positive signs of growth. </span><br />
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<span style="font-size: large;">On the math side, although we don't have the funds to hire a math coach, the district did add an Assistant Principal position. I assumed that AP position and continued to lead the Math Council. Although, I don't have as much time as a dedicated coach, I do my best to fulfill both roles. I study the new standards, content limits, and item specifications, explore the online resources, read the math books in each grade level and subject area to understand the curriculum tools, manage the online math resources available to students, and do my best to provide in class coaching. I assist the math leads with training as needed. </span><br />
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<span style="font-size: large;">Our fifth grade math lead, Carolyn, was charged with running our Science Council. Although she has full time teaching responsibilities, she embraced the role to lead the team. This year, she and our reading coach, have joined forces and will integrate more informational teaching strategies into the Science Council meetings. We know that it's not ideal, but without a dedicated Science Coach, it's our best solution. We are incredibly grateful that Carolyn has embraced the role and serves to support the other grade level leads as they maintain the momentum of science instruction in our building. </span><br />
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<span style="font-size: large;">In a turn of events this year, we discovered that it was necessary to create a new c</span><span style="font-size: large;">ouncil group- Response to Intervention Council. So, the above diagram will now be altered to include this new council group and the CLC meeting will be replaced with the RtI C meeting. It's another perfect example of how we don't let obstacles stand in our way, rather we figure out solutions for barriers. We are hopeful that this new RtI Council will lead their grade level teams to ensure that all students are assessed and receiving the appropriate Tier II and Tier III interventions. Our Dean of Students and Guidance Counselor are co-chairing this council team. </span></div>
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<span style="font-size: large;">This is a glimpse at our Distributed Leadership Team flow chart. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbWmZdM0O9Gp1g3PpLcxok45aQ78PpOk3a70wTivZCuSU2KqHjF-UE-zbaSMP5rfCgqmffqt8-MWTm2izMf-KRcHwbHjKUDyZkbU2a8DaPq3D-RlbbvOyIWM8HB7JEQyyaguWgfe_a4GEF/s1600/Leadership+Team+Flow+Chart.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbWmZdM0O9Gp1g3PpLcxok45aQ78PpOk3a70wTivZCuSU2KqHjF-UE-zbaSMP5rfCgqmffqt8-MWTm2izMf-KRcHwbHjKUDyZkbU2a8DaPq3D-RlbbvOyIWM8HB7JEQyyaguWgfe_a4GEF/s1600/Leadership+Team+Flow+Chart.png" height="250" width="400" /></a></div>
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<span style="font-size: large;"></span> <span style="font-size: large;">To keep up on our progress this year, stay tuned...</span></div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-89891807676843322332014-08-28T20:19:00.000-04:002014-08-28T20:19:02.744-04:00Working on the Work
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQpjZNp2pPdPWTzO1TAQq6GUAWjIYJWjvx0_2evk5AVIRVgJBGYehk4ovVAg_sOoM1ZPPbAnj6TAf9zN-iWt46mq6EoImHSabeIxmcvsZyyCM7MWe0iQ4-ny9K-GSw0MfCJBhj-P3EgOa/s1600/photo+11.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQpjZNp2pPdPWTzO1TAQq6GUAWjIYJWjvx0_2evk5AVIRVgJBGYehk4ovVAg_sOoM1ZPPbAnj6TAf9zN-iWt46mq6EoImHSabeIxmcvsZyyCM7MWe0iQ4-ny9K-GSw0MfCJBhj-P3EgOa/s1600/photo+11.JPG" height="640" width="480" /></a></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Strategic and embedded professional development focused on
instructional observation, debriefing, and reflection is a significant part of
our learning community. WOW (Working on the Work) Days happen on designated
Wednesdays by grade level. A group of grade level teachers spend a whole day
focused on their own professional learning and reflection while students
circulate through our resources (Art, Media, Music, Character Ed, and Physical
Education.) This frees the teacher for learning without having to develop sub
plans and the young learners eagerly anticipate this special day of enrichment
in the fine arts or planned theme-based unit.<span style="mso-spacerun: yes;">
</span>It’s a tradition entrenched in our work that gets a huge bang for the
buck; one I would recommend for all schools.<span style="mso-spacerun: yes;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH1_ouXeWysixRvpG7Nv-4vnNscab4Qtrh7pJJn_mXOO2Aivw3C1oxoBC_fMQ-MbELO3VNXAIrkf0_PgzsJZ0Tgi3xLlojlaArIfetS_g53LfGnjOsNMdEKyfI8ZVIiZAK09YtmR3E_TZC/s1600/photo+9.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH1_ouXeWysixRvpG7Nv-4vnNscab4Qtrh7pJJn_mXOO2Aivw3C1oxoBC_fMQ-MbELO3VNXAIrkf0_PgzsJZ0Tgi3xLlojlaArIfetS_g53LfGnjOsNMdEKyfI8ZVIiZAK09YtmR3E_TZC/s1600/photo+9.JPG" height="640" width="480" /></a></div>
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<span style="font-family: Calibri; font-size: large;">Today was 4<sup>th</sup> grade WOW Day. In the intermediate
school we are departmentalized so the ELA teachers spent the day together while
their math/science counterparts did the same.<span style="mso-spacerun: yes;">
</span>The ELA lead, Mrs. Chascin kept her students for the first WOW rotation
and hosted a Readers’ Workshop demonstration lesson in her classroom. Mrs.
Phillips, the Math lead, did the same and hosted a Math Workshop lesson. As their
colleagues observed, they took notes, read student work, listened to students
articulate their thinking, and reflected on how their instructional practice
aligns with the observed lesson. They then participated in a debrief session to
share ideas, ask questions, and clarify learning. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioXKMLmGGDJwuKJIsyNyJD4nBWF_ItbqOTdd0q70weeqXDDTP8z0iTipXqsFqx2x8VRkA2XuGHY0eGJKwsI14cGXM1gwN7cksI__XU0Hs6Fdk0dbV3348rViw6Igntci91i39hH9A8_y5Q/s1600/photo+16.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioXKMLmGGDJwuKJIsyNyJD4nBWF_ItbqOTdd0q70weeqXDDTP8z0iTipXqsFqx2x8VRkA2XuGHY0eGJKwsI14cGXM1gwN7cksI__XU0Hs6Fdk0dbV3348rViw6Igntci91i39hH9A8_y5Q/s1600/photo+16.JPG" height="320" width="240" /></a><span style="font-family: Calibri;"><span style="font-size: large;">After lunch, the ELA learning leaders focused on Achieves
3000 training, a new online resource our district has purchased this year, and
the Math/Science learning leaders focused on Interactive Science Journals. The
M/S folks did an article study on the topic, synthesized the information,
reflected on their current implementation level, shared examples, asked each
other relevant questions, and selected their next steps for implementation. In
the truest sense of the word, they participated in a PLC to fine tune their
classroom instruction.<span style="mso-spacerun: yes;"> </span></span></span></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgySsc6N2uMCH-TuNeVDvjI906kMGG5CPZ0jxSQfZtL7D8n_3pbi50czKf0RfLNK0kN7lELTu14rb64wxVB5wy7JLdXTK8DMtPB8Dg93tlmRnT052FBpgIfZltPG27042LlU8yu6UNjLphR/s1600/photo+15.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgySsc6N2uMCH-TuNeVDvjI906kMGG5CPZ0jxSQfZtL7D8n_3pbi50czKf0RfLNK0kN7lELTu14rb64wxVB5wy7JLdXTK8DMtPB8Dg93tlmRnT052FBpgIfZltPG27042LlU8yu6UNjLphR/s1600/photo+15.JPG" height="320" width="240" /></a><span style="font-size: large;">
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<span style="font-family: Calibri;"><span style="font-size: large;">I spent my day with the Math/Science team and to say that I
was impressed with their collegiality is an understatement. This is the work
that ultimately counts; Work that changes classroom practice with real kids in
real classrooms with real teachers. <i style="mso-bidi-font-style: normal;">There
is No Place Like Chets…</i></span></span></div>
Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com1tag:blogger.com,1999:blog-5803371157717033185.post-13523189913302649992014-08-23T21:46:00.003-04:002014-08-23T21:47:41.891-04:00Up Up and Away... It's the Students' First Day!<span style="font-size: large;">Monday was the students' first day of school. Like most first days, I'm sure dinner time conversation centered on </span><span style="font-size: large;">their new teacher's name, friends that were in class with them, exciting things they would be learning this year. But, you know what's really cool? Chets' munchkins were talking about a hot air balloon ride and their (mostly) brave principal, Mrs. Phillips! </span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;">Mrs. KK, our Media Specialist & Mrs. Phillips always conspire to plan a first day WOW for our kids based on our theme. They aim to capture our young learners attention and create a memory maker. They want to WOW them! Watching the kids' faces and hearing their stories for days, lets me know, that their mission was, again, accomplished! </span><br />
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<span style="font-size: large;">Mrs. Phillips as her ride is prepared!</span></div>
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<span style="font-size: large;">I won't lie, I was nervous for her! </span></div>
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<span style="font-size: large;">This basket tipped back and forth, back and forth. </span></div>
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<span style="font-size: large;">You can see people pushing, just trying to stablize the basket. </span></div>
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<span style="font-size: large;">Up Up and Away!</span></div>
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<span style="font-size: large;">Mrs. Phillips smiles... It's almost over!</span></div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com2tag:blogger.com,1999:blog-5803371157717033185.post-74557345089986893652014-08-23T10:15:00.002-04:002014-08-23T10:17:31.224-04:00Welcome Back "Home" to Meet Your Teachers<span style="font-size: large;">I stood on the landing of the second floor overlooking our school's lobby for a few precious minutes during our Orientation. It's a great place to experience the energy of our learning community and see the enthusiasm on the children's</span><span style="font-size: large;"> faces as they first walk through the doors and absorb the </span><span style="font-size: large;">the magical place that has been created for them. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3BFHA-j4RgZbmKDHCD8pQgBmlqQro6izefysWY704GoRJoNO4JXRMJe4dhS_D8K4EaOu12NjuvaVu9uKsks5fDVewfnnmrIW4oe2sMJQcwiAssPXcwjq9nduofjyAP-QbYgxj_H3zq4tw/s1600/photo.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3BFHA-j4RgZbmKDHCD8pQgBmlqQro6izefysWY704GoRJoNO4JXRMJe4dhS_D8K4EaOu12NjuvaVu9uKsks5fDVewfnnmrIW4oe2sMJQcwiAssPXcwjq9nduofjyAP-QbYgxj_H3zq4tw/s1600/photo.PNG" height="225" width="400" /></a></div>
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<span style="font-size: large;">Ordinarily, I miss this special opportunity to stop and pay close attention. I'm too busy greeting families at the door, pointing students to their new classrooms, and looking up homerooms for students who didn't receive their postcard in the mail. However, on this day, I simply stopped to take the time. </span><br />
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<span style="font-size: large;">This quick reflection reaffirmed the reason we do this. The reason we go the extra mile. The reason we sometimes work on weekends and stay up late on weeknights. The reason we plan for every detail. We create the learning community we want for our own children and in turn everyone benefits- the students, their families, our faculty. I can already tell that the yellow brick road leads to great heart, courage, and wisdom this school year. <em>There's No Place Like Home...</em></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEazU96C7c7oK_7MKtsGoSmPRmviM3VSfs4KsvG65Mf5i7f2A91ZTbE-mx0N2_sxTmOJrJQn0Bn3m6F7wWCMqYgG6bytVwmbp-FqmD-MTA31gBb3Y73QZ9WhkbCNu_VxHkfYcnmA255gKh/s1600/photo+1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEazU96C7c7oK_7MKtsGoSmPRmviM3VSfs4KsvG65Mf5i7f2A91ZTbE-mx0N2_sxTmOJrJQn0Bn3m6F7wWCMqYgG6bytVwmbp-FqmD-MTA31gBb3Y73QZ9WhkbCNu_VxHkfYcnmA255gKh/s1600/photo+1.JPG" height="640" width="480" /></a></div>
<span style="font-size: large;"><em></em></span><br />Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-26579759772786345432014-08-17T18:09:00.001-04:002014-08-17T18:09:08.947-04:00Welcome Back!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp3nsff_dHL-cWUe1CXEAnMVjxbcly5Kae1lfswYxGKXCKgMD6K8Y96wyy-IM7lJhSMR5XYMcE7klIY07owXsXTCjj7j3vUV81ULjy-WDz5Q1RG-mxb079c4A4JjA93i8xn4NLVzsIMvBi/s1600/Notes+2.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp3nsff_dHL-cWUe1CXEAnMVjxbcly5Kae1lfswYxGKXCKgMD6K8Y96wyy-IM7lJhSMR5XYMcE7klIY07owXsXTCjj7j3vUV81ULjy-WDz5Q1RG-mxb079c4A4JjA93i8xn4NLVzsIMvBi/s1600/Notes+2.JPG" height="320" width="240" /></a><span style="font-size: large;">It's the eve of the first day of school and while most folks are home running final errands and making the last preparations, our principal is making her rounds at school. She visits every classroom to experience what the children will feel when they walk through the door and </span><span style="font-size: large;">leaves each teacher a hand written welcome back note. She's taught me, through example, that it's the small details of appreciation that mean the most<em>. There's No Place Like Chets... </em></span><br />
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com2tag:blogger.com,1999:blog-5803371157717033185.post-40206160893588745922014-08-14T21:06:00.001-04:002014-08-14T21:06:09.187-04:00Cart Girl is Making Her Rounds!<br />
<span style="font-size: large;">Today, I opened my email to a message from a master teacher who is one of my mentors...</span><br />
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<span style="color: blue;"><span style="font-size: large;">Maybe you’d rather I didn’t remind you about this or maybe you’ve
already remembered or maybe you’ve remembered and there's no money, so
no response necessary! But just in case it’s not on your radar- don’t
forget the snacks on a wagon.
That is truly one of those “OMG! This place is so different” kind of
moments for people who have worked in other places. I know how busy
you both are but the impact of having one of you deliver is HUGE – maybe
a chance to make sure everybody has everything
they need. I know it’s crazy down there, and you don’t have time…</span></span><br />
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<span style="font-size: large;">I had three immediate thoughts when I opened this message. 1) You're right! I love this tradition and its impact speaks volumes. 2) Holy cow. I forgot to be Cart Girl!! 3) What in the world will we do when our colleague and mentor retires? It's coming too soon. </span><br />
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<span style="font-size: large;">She was right when she said, "I know it's crazy down there and you don't have time..." but you know what, she's helped teach me that relationships come first. Taking care of teachers is particularly important especially when they are exhausted from their long days of preparation. Opening school isn't easy. They deserve to be spoiled, to be told that their hard work is admired and appreciated, and to hear that their rooms are looking great. They deserved my time. </span><br />
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<span style="font-size: large;">Within the hour the treats and drinks were purchased, the cart was loaded, and Cart Girl had hit the halls. It was so nice to visit the classrooms, be greeted with smiles, and get to chat to the coolest colleagues ever! It's a tradition that should never be forgotten! <i>There's No Place Like Home...</i></span><br />
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<span style="font-size: large;"><br /></span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com4tag:blogger.com,1999:blog-5803371157717033185.post-37010652530820469442014-08-14T20:24:00.002-04:002014-08-14T20:28:28.240-04:00We Hit the Pot of Gold with Our PTA! <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6zJIFjNDziPjHUHcUaVWrSV-464zCp9y_MEFVvcz_85SZAokQzYbmxV1ZC0TWHM9htTrZb-5m8ZnLEghuPwmsFiUvVpKjxOUqOt1dZbzk0oaJn10uWjVC0ZXsolnyIgTLAWOTRN1T1ogS/s1600/photo+5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6zJIFjNDziPjHUHcUaVWrSV-464zCp9y_MEFVvcz_85SZAokQzYbmxV1ZC0TWHM9htTrZb-5m8ZnLEghuPwmsFiUvVpKjxOUqOt1dZbzk0oaJn10uWjVC0ZXsolnyIgTLAWOTRN1T1ogS/s1600/photo+5.JPG" height="300" width="400" /></a></div>
<span style="font-size: large;">PTA hosted breakfast this morning for our faculty. We enjoyed delicious food and fellowship, and were introduced to this year's PTA board. PTA does so much for our school. They host monthly parent nights, throw an awesome Fall Carnival, and hold BUDS Club movie nights. They purchase all student awards, support our Readers to Leaders programs, and buy classroom and school items that we desperately need. Last year, they bought us a new laminater and purchased many new document cameras. What they do best is share their incredible talent and time with us. Their volunteer hours help us create the one of a kind experience our children deserve.We are so grateful! </span><br />
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<span style="font-size: large;">You know what else is so special and unique? They gift every student and teacher a theme based t-shirt which we wear on Fridays to show our school spirit! That's over 1,400 t-shirts! We get our shirts at our yearly breakfast and gift them to our students on their first day of school. Our whole school community wears their CCE t-shirts on the second day of school. I just love this unique tradition. This year our faculty shirts are ruby red and the students' shirts are emerald green. Don't you just love them? <i>There's No Place Like Home...</i></span><br />
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-76094619224865335922014-08-13T20:38:00.003-04:002014-08-13T20:38:56.892-04:00Sometimes It's the Little Things That Make All The Difference<span style="font-size: large;">I accepted the role of Assistant Principal last summer and spent a few weekends painting and decorating my office. Not only did I want an office that I liked but I also wanted teachers to feel welcome. When I finished I was totally satisfied that I had accomplished my goal. </span><br />
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<span style="font-size: large;">Fast forward a month and I knew something had gone drastically wrong. The walls were closing in on me. </span><span style="font-size: large;">There were tables, boxes, test books, and scantrons that monopolized most of my office space. I inherited the Testing Coordinator position with the Assistant Principal role in our school of nearly 1,300 students and to say that our assessment calendar was full is an understatement. In fact of the 180 school days about 160 of mine including some form of managing testing. To accommodate it, my office turned in to this...</span><br />
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<span style="font-size: large;"></span><br />
<span style="font-size: large;">Believe it or not, I took a total of 40+ boxes out of my office when I packed up testing the last week of school. </span><br />
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<span style="font-size: large;">I swore that I would have a different plan this year and TODAY the plan came to fruition. I am so happy! There is a closet next to my office that has now been outfitted with shelves by the district carpenter. I will keep the same organized testing sign in and out, but I no longer have it all in my office. Sometimes it's the little things that make all the difference. </span><br />
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com3tag:blogger.com,1999:blog-5803371157717033185.post-38808764159283274692014-08-12T22:27:00.001-04:002014-08-12T22:27:12.897-04:00In the Land of Oz<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd1bTJndAKrVj1cBarBAC1ZSVQIxVzt17myW2ebhPys_SfZVZWB2dUQ41gHC0wR0hA2XMqy7DCCXLkSxWHtm83njHx3CmyNZQwocW0FUDlvzkBtYY6kVxCELZrcuSZN6HikQ8hpjOhdI06/s1600/photo+35.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd1bTJndAKrVj1cBarBAC1ZSVQIxVzt17myW2ebhPys_SfZVZWB2dUQ41gHC0wR0hA2XMqy7DCCXLkSxWHtm83njHx3CmyNZQwocW0FUDlvzkBtYY6kVxCELZrcuSZN6HikQ8hpjOhdI06/s1600/photo+35.JPG" height="240" width="320" /></a><span style="font-size: large;">Our school's yearly theme is selected by our principal to represent where we are at an given point in time. What's remarkable to me is that it's not only a stated theme rather it's fully integrated into all aspects of our school life and introduces itself the moment you walk through the front doors, or this year, under the front porch! You'd have a hard time deciding if it's more awe inspiring for our students or for our building's learning leaders. For me, it's a daily reminder that I am part of something special, something unique. It's one of the reasons that kids and adults, alike, LOVE being at the Creek. </span><br />
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<span style="font-size: large;">This first introduction when you step into the lobby is so powerful because of the creativity, dedication, and masterful team of three- KK, Karen, and Nikki. They pour their soul into this learning community and they do all theme preparation for free. The fact that they give up weeks of their summer break to make sure teachers, students, and parents are greeted by our theme when they walk back into our learning community, leaves me speechless. Each year I think, it can't possible get better, yet each year, it does. </span><br />
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<span style="font-size: large;">The remarkably magnificant team... </span><br />
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<span style="font-size: large;">And their latest masterpiece... </span><br />
Special shout out to Nancy Dance for allowing us to borrow some of their Oz backdrops!<br />
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<span style="font-size: large;">Stay tuned... This will bound to be a year full of heart, courage, and wisdom!</span><br />
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com4tag:blogger.com,1999:blog-5803371157717033185.post-22183837826535715562014-08-07T20:32:00.000-04:002014-08-07T20:33:22.956-04:00There's No Place Like Home.<span style="font-size: large;">Our school's theme for the 2014-2015 school year, <strong><em>There's No Place Like Home, </em></strong>is so fitting for our learning community. We have the <strong><span style="color: red;">HEART</span> </strong>to embrace <strong>Relationships, </strong>the <strong><span style="color: lime;"><span style="color: red;">COURAGE</span> </span></strong>to take calculated <strong>Risks, </strong>and the <strong><span style="color: red;">WISDOM</span></strong> to produce unprecedented <strong>Results. </strong></span><br />
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<span style="font-size: large;">We are excited to follow the yellow brick road through Emerald City this year and can't wait to share our opening video with our new munchkins! </span><br />
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<iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="//player.vimeo.com/video/97527196" webkitallowfullscreen="" width="500"></iframe> <br />
<a href="http://vimeo.com/97527196">Chets Creek Elementary - No Place Like Home 14-15</a> from <a href="http://vimeo.com/onceuponateacher">Once Upon a Teacher</a> on <a href="https://vimeo.com/">Vimeo</a>.Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-5322977708980621442013-10-08T11:38:00.001-04:002013-10-08T11:38:54.382-04:00Second Grade Math Parent Night <span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Each year, we host a Math Parent Night in Second Grade. The gathering is primarily to introduce parents to our conceptual teaching pedagogy rather than a procedural math learning approach, and to share with them the common addition and subtraction strategies their children will learn in Math Workshop this year. The proactive evening always elicits many thanks from the parents and pays dividends throughout the year as they better understand the work they will see from their child. During this evening we reiterate that the traditional algorithm will come but not until after the conceptual foundation has been carefully crafted. What is most important is number sense. "Number sense is an awareness and understanding about what numbers are, their relationships, their magnitude, the relative effect of operating on numbers, including the use of mental math and estimation." </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">In preparing for the Parent Night, we've been introduced to a great new resource, <a href="http://www.barnesandnoble.com/listing/2686266706368?r=1&cm_mmca2=pla&cm_mmc=GooglePLA-_-Book_45Up-_-Q000000633-_-2686266706368"> <i>Number Talks </i>by Sherry Parrish</a>. Though we've been teaching like this for over ten years, this book nicely reminds us of the most common addition and subtraction strategies and provides teaching clips via DVD with sample number talks from many elementary grade levels. Using this resource, we've revised our math night to include the language of this text. </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">An added bonus is that we will also get more unified and vertical language in all of our math classrooms in 2nd - 5th grade because we've shared the new strategy sheets through our Math Council. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">To kick off Math Night, there is a clip on YouTube that we use as an icebreaker. A <a href="http://www.youtube.com/watch?v=FT4NOe4vtoM&safe=active">boy calls the 911 operator </a>to get help with his "take away" math homework. The clip dissolves any math anxiety that might be lingering in the room. The, we launch with the purpose of the evening. We explain that what most of us grew up doing was skill based procedural mathematics and we have shifted to conceptual based learning that focuses on problem solving. Our intent is to build number sense with our young mathematicians. We embed skills and work to develop fluency and authomaticity, but our emphasis remains on building critical thinkers. Students who conceptually understand mathematics will preform at much higher levels as they move into more advanced mathematics. The research behind our explanation can be found in TIMSS, Trends in International Math and Science Study. We often show this triangle turned upside down as a visual while we explain. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">In a matter of minutes, we've set the purpose and can share with parents the 2nd Grade Common Core Standards that relate to addition and subtraction. We explain that the standards drive our instruction. Our classroom assessments align with the learning set forth in the CCSS. Next, we are ready to move into the addition and subtraction strategies. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">We give parents an addition and subtraction problem to solve. We ask them to solve the problem in two different ways. Most have the sum and difference in a matter of seconds, however some struggle as they try to come up with a second strategy. </span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The problems we ask them to solve are:</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A) Bob and Sally were counting the students on the playground. Bob counted 36 students on the soccer field and Sally counted 45 students on the equipment. How many students did they count altogether?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">B) Sally wanted to use red and blue construction paper for her art project. She took 57 sheets of paper. If 28 of the sheets were red and the rest were blue, how many sheets of blue paper did she take?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Delving deeply into our strategy work, we then provide a note taking sheet that lists the common strategies that students will discuss, share, and make connections between in Closing Session of Math Workshop. </span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">We show a 2 minute clip from the <i>Number Talks DVD </i>on addition, and later show a 4 minute clip of subtraction. We want them to actually see what this looks like in a classroom. Then, we walk them through each strategy with the sample problem. </span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The strategies we share in addition</span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> include adding on, making a landmark number, compensation, decomposing by place value, and decomposing one addend. In subtraction, we share adding up, removal or counting back, place value with negative numbers, keeping a constant difference, and adjusting one number to create an easier problem. Integrated in our teaching of the strategies, we use math models and tools like the open number line, hundreds chart, and part/whole box.</span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Parents leave with a brochure that we've created using the sample problem and explaining each strategy. The brochure was created from the language found on pages 59-66 and 175-180 in <i>Number Talks. </i></span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The evening concludes with a question and answer session and parents taking a look at their child's math journal and student sheets. We find that this proactive approach leaves parents less anxious when they see their children solving problems in ways that are unfamiliar to them. Our next feat will be to put together a multiplication and division evening for 3rd and 4th grade parents. </span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Stay tuned...</span><br />
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com1tag:blogger.com,1999:blog-5803371157717033185.post-28029918165769315592013-08-12T23:00:00.000-04:002013-08-17T14:17:02.846-04:00Welcome Back to Creek Life!<span style="font-family: Trebuchet MS, sans-serif;">Our teacher's first day back to the new 2013-2014 school year was A Walk on the Wild Side! </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">They began their adventure with a game in the front lobby and then were welcomed into the dining room where breakfast and a lunchbox of theme related goodies awaited. </span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;">The teams, as tradition holds, introduced themselves through funny skits and then Principal Phillips outlined our data and year's goals and expectations. A personality survey was taken to identify teachers as doves, peacocks, owls, or eagles, and then buses awaited to whisk us away to the zoo. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Teachers loaded the buses by their personality survey results and spent the bus ride discussing their personality characteristics. It won't surprise you, if you've ever taken this survey, that the peacocks created their own song and that the doves were so kind, they needed everyone's opinion to fill out each survey question. We are certain that the eagles finished the task first! </span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;">Upon arriving at the zoo, each team was given a menu item of activities which had assigned points. The teams, through their scavenger hunt, could chose their activities, and were charged to send pictures to the principal using their iPhones as they fulfilled their task. Principal Phillips had a spreadsheet set up on her iPad so as the teams text their pictures, she could input their points. The Resource Team ended up winning the day's challenge, however most importantly, the day was primarily designed to build relationships with your team of colleagues. A poor zoo keeper or two were probably not as thrilled with a few of our tasks! </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">The teachers enjoyed their zoo walk and then returned to the front entrance for lunch. The day didn't conclude without our new hire "hazing." The newbies can throw together a mean rap, and Mrs. Phillips reading our August/September Book of the Month. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">We recognize that this isn't a traditional teacher's first day of school, but we also know that the time spend in fellowship will pay off dividends all year long and defines the sense of culture that will infiltrate every aspect of our school life this year. Stay tuned to hear more about our Walk on the Wild Side...</span></div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-23928047541127478952013-08-12T20:00:00.000-04:002013-08-17T13:35:59.662-04:00Creek Life...A Walk on the Wild Side!<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;">Each year a theme folds us in its embrace and carries us through the year. The theme is chosen to spotlight our journey as a learning community at a given point in time and to engage students. </span><span style="font-family: 'Trebuchet MS', sans-serif;">Our past themes are displayed on birthday candles in our front lobby and in totality tell our school story. The year's theme is embedded in every aspect of our school's work that year. This year's theme, Creek Life... A Walk on the Wild Side, is sure to complete that mission and may prove to be an all time favorite!</span><br />
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<iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="http://player.vimeo.com/video/67910011" webkitallowfullscreen="" width="500"></iframe> <br />
<a href="http://vimeo.com/67910011">Chets Creek Elementary — Creek Life: A Walk on the Wild Side</a> from <a href="http://vimeo.com/user893801">Chet the Eagle</a> on <a href="https://vimeo.com/">Vimeo</a>.</div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-33903476148018901302013-08-06T12:44:00.000-04:002013-08-17T13:12:05.508-04:00Welcome to CCE Summer Workshop for New Hires<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;">Back in the day, we had large numbers of colleagues added to our faculty each year as our learning community grew from 600 to 1,400 students. Each summer, we would offer a three day <i>Welcome to CCE Workshop</i> to acquaint new teachers. The first day always focused on building relationships, and learning about our vision, mission, learner expectations, and school's history. The second and third days would focus on our Communication and Core Workshops. We always felt like the three days gave the new hires a head start and made them less anxious about joining our large staff. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In the last five years, our student population has remained stable and our staff has been less mobile, therefore the <i>Welcome to CCE Workshops </i>have disappeared. This year, that's changed, again, with the district's support of more resources and a few faculty relocations and babies. We have, for the first time in years, added 11 new faculty colleagues, and have turned again to our <i>Welcome to CCE. </i></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The difference now is that the new hires don't need a three day session. Two of them are home grown meaning they did their internships with us and then stayed connected as they taught in other schools for a while. A few others have Chets Creek colleague roots and have collaborated with our staff as they've served in other schools as mentors, lead teachers, and coaches. Others, that are new to teaching, have been added as co-teachers in experienced teacher's classrooms. Therefore, our <i>Welcome to CCE </i>this year was a one day workshop that focused on building relationships, sharing our vision, mission, learner expectations, history, and taking a scavenger hunt through our building. Each teacher was gifted our foundational book, <i>Building a Community of Learners and Leaders, </i>and was treated to lunch. </span><span style="font-family: 'Trebuchet MS', sans-serif;">We think that by giving new hires a preview, their school year will start off on a great foot and they'll feel comfortable asking questions. Stay tuned as their journey on the wild side begins...</span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-1561693579875267312012-11-08T22:00:00.002-05:002012-11-13T20:46:34.723-05:00Density Gizmo<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"> This week, with a
Density Gizmo in Science, our students continued to deepening their understanding of
matter, mass, and volume, and explored density. They first
brainstormed objects that they think would sink in water and then those
that would float, and formed a hypothesis for why the objects sink or
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that, they did a Gizmo warm-up which familiarized them with the virtual
exploration by measuring the mass of objects on a scale, and measuring
the volume of objects using water displacement in a graduated cylinder.
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">The essential question then focused their activity, <b><i>How do mass and volume affect sinking and floating?</i></b><i> </i></span><span style="font-family: Georgia, "Times New Roman", serif;"><br /></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMx5nTGQR5dYHYxWDKPBNm8KAlUuTUdUONrv9mLUnv3NeHHNT02PJTvOCUYE7aMUcloOoUj9P1fOpeLBCFrRSkGXN17PX2dxEl2kJzbJ4rNAX0yB9Yr7iJaxd1A0ROFg3nykOglGQJT9o/s1600/density+lab.bmp" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMx5nTGQR5dYHYxWDKPBNm8KAlUuTUdUONrv9mLUnv3NeHHNT02PJTvOCUYE7aMUcloOoUj9P1fOpeLBCFrRSkGXN17PX2dxEl2kJzbJ4rNAX0yB9Yr7iJaxd1A0ROFg3nykOglGQJT9o/s400/density+lab.bmp" width="400" /></a></div>
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">During
the Gizmo, students filled in a chart with each object's mass and
volume, and then whether the object would sink or float when placed in
the beaker. This is a sample of their chart. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: medium none; margin-left: 23.4pt; width: 600px;">
<tbody>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 3pt 0in; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Object</span></b></span></div>
</td>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin-top: 2pt; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Prediction</span></b></span></div>
<div align="center" class="MsoNormal" style="margin-bottom: 2pt; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">(sink or float?)</span></b></span></div>
</td>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 3pt 0in; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Mass</span></b></span></div>
</td>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 3pt 0in; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Volume</span></b></span></div>
</td>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin-top: 2pt; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Result</span></b></span></div>
<div align="center" class="MsoNormal" style="margin-bottom: 2pt; text-align: center;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">(sink or float?)</span></b></span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Ping pong ball</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">F</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">3.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">36.0 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Float</span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Golf ball</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">S</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">45.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">36.0 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Sink</span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Apple</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">F</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">33.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">44.0 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Float</span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Chess piece</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">S</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">40.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">80.0 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Float</span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Penny</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">S</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">3.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">0.4 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Sink</span></div>
</td>
</tr>
<tr>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 103.5pt;" width="138"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Rock</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">S</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">200.0 g</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 78.75pt;" width="105"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">50.0 mL</span></div>
</td>
<td style="border-color: -moz-use-text-color black black -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0in 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" style="margin: 2pt 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Sink </span></div>
</td>
</tr>
</tbody></table>
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">They analyzed
their results and concluded that you could not predict whether an object
would sink or float using the mass alone, because the mass of a ping
pong ball and penny were both 3 grams and one floated while the other
sank. Based on the volume alone, they concluded that you could not
predict whether an object would float or sink, because the volume of a
ping pong ball and golf ball were both 36 mL and one floated while the
other sank. </span><br />
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">However,
mass and volume, when considered together could predict whether an
object would sink or float. When an object's mass was less than the
object's volume, the object floated. When an object's mass was more
than an objects volume, then the object would sink. <b>Density refers to the mass found in a given volume of a substance. </b></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">These are third graders that I teach and they are taking it in like sponges! They even clapped when we said, "Today, we will be doing a Density Gizmo!" It doesn't get any better than that!</span></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><b> </b> </span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-60515738221214756362012-11-08T21:50:00.002-05:002012-11-08T21:51:54.747-05:00Decomposing Arrays and Multiples of Ten<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Our students' knowledge of multiplication has come so far in so little time. We worked on finding the total number of squares (or area) in an array. An array is a multiplication model used to work toward independence and mental math strategies. </span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<br /></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Students discovered that by decomposing the array into smaller arrays, they could more easily find the product. We also encouraged them to record using correct algebraic notation. You'll notice in this piece of student work that 4 x 3, said, "four groups of three," can be decomposed into (2 x 3) + (2x3) = 12. </span></div>
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<span style="font-family: Georgia,"Times New Roman",serif; font-size: large;">
More recently, we've been exploring larger numbers, too, and recognizing relationships. The chart below was created by my co-teach partner, Ashley, during a lesson to emphasis why students have been seeing the pattern of a 0 in the ones place. Zeros aren't merely added to the ones place, rather they are in the ones place because they are a multiple of 10. Multiples of 10 have a 0 in the ones place. A student could see that 5 x 60 = 5 x 6 x 10. This helps them see why the pattern occurs. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBBHgiECX7rhg7PmZe8rC4mNfsW3MNALifgH-93F4qb_ep7aIl6GjmGsasdsIq6dTouf-koZ9VuEAewT59CHmdxXTN2AnJEJE1DflTPJ7uHL14pegAmK4OfrjaiZVFNRmLe-aVP8Dv6bQ/s1600/Multiplying+By+10+Chart.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBBHgiECX7rhg7PmZe8rC4mNfsW3MNALifgH-93F4qb_ep7aIl6GjmGsasdsIq6dTouf-koZ9VuEAewT59CHmdxXTN2AnJEJE1DflTPJ7uHL14pegAmK4OfrjaiZVFNRmLe-aVP8Dv6bQ/s640/Multiplying+By+10+Chart.JPG" width="480" /></a></div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com1tag:blogger.com,1999:blog-5803371157717033185.post-51125338886061294802012-10-29T17:48:00.001-04:002012-10-29T17:48:18.797-04:00How is the Mass and Volume of Matter Measured?<h3 class="post-title entry-title" itemprop="name" style="font-family: Georgia,"Times New Roman",serif;">
<br />
</h3>
<div class="post-header" style="font-family: Georgia,"Times New Roman",serif;">
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<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">Today our young scientists participated in a science lab to answer the essential question, <i style="background-color: yellow; color: black;">How can mass and volume be measured? </i></span><br style="font-family: Georgia,"Times New Roman",serif;" /><br style="font-family: Georgia,"Times New Roman",serif;" /><span style="font-family: Georgia,"Times New Roman",serif;">To
get started, students had to make a hypothesis about which has more
mass a crayon or a pencil. Then, using a pan balance with gram weights,
they had to measure the mass of each. </span></span>
<span style="font-size: large;"><br style="font-family: Georgia,"Times New Roman",serif;" /></span>
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxaFW22Q7pjWkaA12jYuKYrTofez0mkSM8kx0IkQ7GSzqn1j11ACzLankO_ahlLJjaM03fyjJRkyhLiev-yJMDUP4MEjGzSiup1IDULk1vRrNrosvCbvR14bYA4QmfwX5IR8wVSLB66Ro/s1600/DSC05991.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxaFW22Q7pjWkaA12jYuKYrTofez0mkSM8kx0IkQ7GSzqn1j11ACzLankO_ahlLJjaM03fyjJRkyhLiev-yJMDUP4MEjGzSiup1IDULk1vRrNrosvCbvR14bYA4QmfwX5IR8wVSLB66Ro/s400/DSC05991.JPG" width="400" /></a></span></div>
<span style="font-size: large;"><br style="font-family: Georgia,"Times New Roman",serif;" /><span style="font-family: Georgia,"Times New Roman",serif;">After
that, they made a hypothesis on whether a marble or a seashell had more
mass, and then measured the mass of each. (When the groups analyze
their data, they will realize that the mass of all the marbles in the
class are the same, however the mass of the seashell changes. The
smaller the seashell the less the mass, the bigger the seashell, the
larger the mass.)</span></span>
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<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">Furthermore,
students made a prediction about the volume of two cups of liquid, and
then used a graduated cylinder to measure each volume. (The red liquid
was in a tall narrow glass and the blue liquid was in a small wide
glass. Each contained 150 mL of colored water.)</span></span>
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<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">Students
were surprised to discover that they could also find the volume of a
solid. An object's volume is the amount of space the object takes up. To
find the volume of a solid, like the marble and the seashell, students
used water displacement. They put 100 mL of water in a graduated
cylinder, then gently dropped the solid in the water. The volume is
recorded by the number of mL of water that was displaced, or moved. </span></span>
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpT7DMks8FYuXB4YEymLOEVOiMscS29v89Do-OAnC1vHP6iVzcx42o219duqMyS2j8sRPGi0vVbNUMwR6qjrjdhkoU5KFLTTHCq67ryP9ozHukvZ468a1aMfrPeXINjHimFHF455JOS_E/s1600/DSC05994.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpT7DMks8FYuXB4YEymLOEVOiMscS29v89Do-OAnC1vHP6iVzcx42o219duqMyS2j8sRPGi0vVbNUMwR6qjrjdhkoU5KFLTTHCq67ryP9ozHukvZ468a1aMfrPeXINjHimFHF455JOS_E/s400/DSC05994.JPG" width="400" /></a></span></div>
<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">Tomorrow,
we will have Closing Session where students will have to compare and
then explain their results. By the end of Science Workshop tomorrow,
students will be able to tell how the mass of matter is measured, and
how the volume of a solid and liquid is measured. </span></span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com1tag:blogger.com,1999:blog-5803371157717033185.post-54738659257240096292012-10-29T17:45:00.003-04:002012-10-29T17:45:29.577-04:00Multiplication Strategies<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Young mathematicians’ first formal introduction to multiplication and division happens in 3rd Grade.</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">In
our unit, Equal Groups, situations are presented in context. The
situation usually requires students to identify the number of groups and
the number of items within each group.</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">There are 5 tricycles. Each tricycle has three wheels. How many wheels are there in all?</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Or, the situation may read,</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Tricycles have three wheels. There are 5 tricycles. How many wheels are there in all?</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Number of Groups: 5</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Number of Items in Each Group: 3</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Students
are taught to represent the problem with both an addition equation and a
multiplication equation to illustrate the connection, and use a
variable for the missing piece of information.</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Addition equation: 3+3+3+3+3=w</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Multiplication equation: 5x3=w (read 5 groups of 3)</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Students generally begin solving the multiplication situations with their prior knowledge of repeated addition.</span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Georgia,"Times New Roman",serif;">
<span style="font-size: large;">Repeated Addition: 3+3+3=9 and 3+3=6, so 9+6=15.</span></div>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Then,
some students move into skip counting if they can easily skip count by
that number. If the situation allows counting skip counting by 2’s, 5’s,
and 10’s, students will almost always start with this strategy. If
however, the situation has them skip counting by 8’s, then we’ll teach
students to use 10 as their anchor. Skip count by 10 and go back 2.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Skip Counting: 3,6,9,12,15.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">One
tool that we teach students to use to organize their thinking when skip
counting is a ratio table. Ratio tables help students keep track of the
number of groups as they skip count.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<br />
<div>
<span style="font-size: large;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5698712434594798226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisfjRgswUdwBwmPFjD0Px4jRyJuSvdm9fX4JTCqVE5V4ntYz-CZNilwXAOf5v4DhzBdJLvItnXHFxt3eNLUVsYxi0skkn7samphRnOsrhdRjknTTQhaqCLj4uLMdgb95mJjoz1Z8RDPrs/s400/Groups+1.JPG" style="cursor: pointer; display: block; height: 70px; margin: 0px auto 10px; text-align: center; width: 400px;" /></span><br />
<span style="font-size: large;">During
the unit, students are introduced to multiplication situations using
arrays, too. An array is a rectangular arrangement with rows and
columns.</span><br />
<span style="font-size: large;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5698713412362480770" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_JGRWdGqVMUSmix-9ZpfKREzjaHnf3cmPqbysPPExZktR4O8QggaGQuCeJmqh_B4YbyHXB3aU9aJa85F8DWr5A2NIRk_qcjLUL-QGruzwupGHPgRFDX9P6HgMjqgBYCo099bZUZLwgOg/s400/Rows+and+Columns.JPG" style="cursor: pointer; display: block; height: 144px; margin: 0px auto 10px; text-align: center; width: 151px;" /></span></div>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<br />
<div>
<span style="font-size: large;">To
create a common language with our students, we have them give us the
dimensions of the row first and then the column. The array above would
be a 5x3.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">There are many ways to solve the array. One of the things students do is skip count the array.</span><br />
<span style="font-size: large;">They can skip count the array be either the rows or columns.</span></div>
<span style="font-size: large;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5698712845360521154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVsmntv1IOwn2Sd8639MIwFcR2frojhvA9bXIxaWNKJBkf6EKnUybkF846ufa7aWLhQIqe8k3MxhzIx_68ryPuWJqJIa5IGkWce6Feo5HaiCG0piyvEIZ-eMsbWL6FkVKlIXp0PiaNkbM/s400/Skip+Counting+By+Rows%252C+Columns.JPG" style="cursor: pointer; display: block; height: 138px; margin: 0px auto 10px; text-align: center; width: 398px;" /></span><br />
<span style="font-size: large;">Students
naturally begin to see and explore the commutative property of
multiplication. Though the situation is 5x3, they realize they can
applying their number knowledge properties, and solve 3x5 instead
(5,10,15 or 5+5+5=15).</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Students’ next level of
understanding develops when they recognize that they can decompose an
array into smaller arrays to help them solve problems.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">In this situation, if a student didn’t know the product of 5x3 quickly, they could decompose the array into (5x2) + (5x1) = 15.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5698714131880320658" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx0GuUkVZiPHlk7aC5DFSn8-5e3XoDKpAF5qHTWml_PJGJzKPIue8xIRIb9FBY7iIER48MIoVSc3QEcWTUtML9v7G2K54JBawCflXWXZthIDB6bayMJSzqw0_J8CTHSRqIG5h9JVuRgZQ/s400/5+by+2.JPG" style="cursor: pointer; display: block; height: 93px; margin: 0px auto 10px; text-align: center; width: 101px;" />This
understanding is extremely important as students move into problems
that are more difficult when they begin multiplication like 6x8. When in
the early stages of developing automaticity, they may not know 6x8, but
if they know (3x8), they can solve 2(3x8), or, if they know 6x4, they
can solve 2(6x4).</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5698716032871448690" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_ErhMWOwTDZh7riRqAmVaEcEmmOxydsFYRUqT1pMbtKhUk2InSFxd4MvEE1UF8ejFGnKSl8SsPQ0j7BsQ5xPnewfM2C6A5RaT-ONct7uH_9l2Suud9izlU7f-aTwI0u149E4vUGefJV8/s400/Double+Array.JPG" style="cursor: pointer; display: block; height: 164px; margin: 0px auto 10px; text-align: center; width: 400px;" />Students’
ability to think flexibly with decomposing arrays in multiple ways,
builds a strong foundation for fluency in multiplication. The skill
allows students to attack any multiplication equation for which they
don’t automatically have a product, and leads into being able to solve
more difficult equations like 14 x 12.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">After the unit,
Equal Groups, students have a solid conceptual foundation and can think
about multiplication flexibly. But, if we stop there, they may never
become fully fluent. We continue to practice fact fluency with our
combination club flash cards, by playing multiplication bingo, doing
fluency clicker reviews, and doing a timed fluency snapshot several
times a week. The fluency snapshots are presented by similar facts. (5’s
and 10’s together) (2’s and 4’s and 8’s together) (3’s, 6’s, 9’s, 12’s
together) (7’s) and (11’s). Presentation with similar facts promotes the
conceptual understanding we build throughout this unit.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Our
goal is for every student to leave third grade knowing each of their
multiplication facts within three seconds. This foundational knowledge
creates automaticity and will help them be successful in fourth grade as
they embark on more complex multiplication problems like 49 x 58.</span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-34992292582228160982012-10-29T17:43:00.001-04:002012-10-29T17:43:54.075-04:00Decomposing Arrays<div class="post-title entry-title" itemprop="name">
<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">In our multiplication unit, students have been using an array model to
help them visualize the organization of things in equal rows. We worked on finding the total number of squares (or area) in an array. The
following is the work that students completed during the math workshop.</span></span></div>
<div class="post-header">
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh81bJl5lbOzj-QSxiczZ02tiKj5dxF69Qf2GFWb2ErvR3CaJq9xsO5YyhzDDLG5wxuLLRVFeZbGCNOj46YvkFCY7bb8qqt8Oqrw7ScU0b7FPB3qQXwtRNC-JLY77wy-fZAtpaYz4JUaR8/s1600/LH+Work+%231.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh81bJl5lbOzj-QSxiczZ02tiKj5dxF69Qf2GFWb2ErvR3CaJq9xsO5YyhzDDLG5wxuLLRVFeZbGCNOj46YvkFCY7bb8qqt8Oqrw7ScU0b7FPB3qQXwtRNC-JLY77wy-fZAtpaYz4JUaR8/s400/LH+Work+%231.jpg" width="400" /></a></span></div>
<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">
An array is a model for multiplication (and eventually division too).
The goal is for kids to transfer this thinking to multiplication
equations using mental math, without an array present. For example, a
student might solve 8x6 as (4x6) + (4x6) or (8x3) + (8x3). They will learn to record it as 2(4x6) and 2(8x3). </span></span></div>
Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-72993875156038976332012-10-29T17:31:00.000-04:002012-10-29T17:34:47.173-04:00Multiple Charts for Multiplication <div style="font-family: Georgia,"Times New Roman",serif; text-align: left;">
<span style="font-size: large;"> As we moved further in our multiplication study, we began examining multiples charts. We have highlighted multiples of all numbers 2-12 and have found the patterns that exist between certain charts. For example, we recognized that the multiples of 6 are also multiples of 3 and that there are twice as many multiples of 3 as there are of 6. We also discovered that we skip count by an odd, even, odd pattern. We also discovered relationships between 3s,6s, and 12s. Furthermore, students pointed out that 100 is not a multiple of 3,6, or 12. In addition, we began answering questions like, <i>How many 3s are in 30? How many 3s are in 60?</i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-Wg5tvT-Yk4ZQAPZn222SFoPLdEBaMAjS0XaUQ4Qk1BnsVgsPxBHpzl7FE3AeQ8_6QX3Q_bdibHygoTRtULXzlk_kEwkXQA7zBBNwx7L9Y31c4kwDhWd0KvzzCn40WXJpYLpI3aaclS0/s1600/Multiples+of+3+Chart.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-Wg5tvT-Yk4ZQAPZn222SFoPLdEBaMAjS0XaUQ4Qk1BnsVgsPxBHpzl7FE3AeQ8_6QX3Q_bdibHygoTRtULXzlk_kEwkXQA7zBBNwx7L9Y31c4kwDhWd0KvzzCn40WXJpYLpI3aaclS0/s400/Multiples+of+3+Chart.JPG" width="366" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUjofMTqbAzcCCv9-AIoxzcsqXkxlxbzKyj_vFBQ-gNZjrNp83HRChyphenhyphen3ZiD3rCQbmB5wYg6-pAyljQQANYyNNLHa0FI346KeNF10vLmN7LiGSAwUhrKymxO_MRqadv2Pq7WR8xrPEtNC4/s1600/Multiples+of+6+Chart.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUjofMTqbAzcCCv9-AIoxzcsqXkxlxbzKyj_vFBQ-gNZjrNp83HRChyphenhyphen3ZiD3rCQbmB5wYg6-pAyljQQANYyNNLHa0FI346KeNF10vLmN7LiGSAwUhrKymxO_MRqadv2Pq7WR8xrPEtNC4/s400/Multiples+of+6+Chart.JPG" width="363" /></a></div>
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<span style="font-size: large;">We strategically place the students' multiple charts in their packets so they can make connections and find relationships. Below is an example of the
work that students completed in class as part of their multiples
study. You will notice that the 2s, 4s, and 8s charts are all on the same page. On the next page are 3,6, and 12. 5s, 10s, and 20s are together, too. In addition, we place a 9s and 11s together and talk about their relationship to the landmark number 10. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVr5eaHRQLxG8UuC6HL1WQ7hC4jNYcnZGhyphenhyphenD1xkTi0DAiP-VzI2lEDcTTF_Cpk7FhQXyEMgLr_x7SOz0kRtS-882sW8M3-iARupdwQDEPb-ASdWK7gNhucZOgssYfPX2S8jvPvRPWiI9s/s1600/Multiples+Student+Work.bmp" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVr5eaHRQLxG8UuC6HL1WQ7hC4jNYcnZGhyphenhyphenD1xkTi0DAiP-VzI2lEDcTTF_Cpk7FhQXyEMgLr_x7SOz0kRtS-882sW8M3-iARupdwQDEPb-ASdWK7gNhucZOgssYfPX2S8jvPvRPWiI9s/s400/Multiples+Student+Work.bmp" width="352" /></a></div>
Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com3tag:blogger.com,1999:blog-5803371157717033185.post-10856089062353112792012-10-10T20:02:00.002-04:002012-10-10T20:04:35.480-04:00Things That Come in Groups<div style="font-family: Georgia,"Times New Roman",serif;">
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In Room 207, our third grade mathematicians are excited to have embarked on a new journey in multiplication. On the first day, as part of their Work Session, students brainstormed a list of things that come in groups. In Closing, we made an anchor chart that will hang during the unit as a reference. </h4>
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<span style="font-size: small;">During this unit, we emphasize that we are finding "groups of" items. For example, There are 4 tricycles. There are 3 wheels on each tricycle. How many wheels are there in all? Students would write 4 x 3 = 12 and say, "4 groups of 3 equals 12 wheels." We expect this language so students keep the conceptual understanding that they are finding groups of items. </span></h4>
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<span style="font-size: small;">On the second day, students created pictures of things that come in groups. The task required students to choose an item and draw several groups of the item. Then, they had to write a sentence about the three pieces of mathematical information in their picture. They were asked to include an addition and multiplication equation, too. I've included several student samples below. </span></h4>
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<span style="font-family: Georgia, "Times New Roman", serif;">Even though we are only a few days into our multiplication unit, students are uncovering multiple strategies for solving their problems. Our anchor chart lists some of our strategies so far. Stay tuned for more to come, we'll be adding more strategies as next week unfolds. </span></h4>
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<br />Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-87452433989852804362012-10-06T21:28:00.002-04:002012-11-13T20:50:27.739-05:00Developing a Student's Passion for Science<br />
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<b>If you ask me what I'm passionate about, it's teaching students to embrace a love of mathematics, see themselves as young mathematicians, and build a number sense that will allow them to think flexibly about numbers. Teaching math to children, for me, is second nature. </b></div>
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<b>Science, on the other hand, isn't my forte'. So, I find myself working overtime trying to compensate for what I see as my weaker content area. These kids deserve the the best so though it's not my strength, I must remember it may be their passion. I must, as their teacher, show the same level of competence and enthusiasm for the subject that doesn't come as easily to me. So, as you can imagine, it takes a tremendous amount of planning and preparation, and professional reading on my part to make sure that I offer an engaging science laboratory for my students. I hope that as I'm building young mathematicians, I am also building young scientists. </b></div>
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<b>My goal this year was to plan more hands on experiences. I'm aiming for one a week and so far, I've been pretty successful. The post below is from our lab this week. </b></div>
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<a href="http://ccekids.blogspot.com/2012/10/can-you-overcome-gravity.html">Can You Overcome Gravity?</a></h3>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyxbCO0gugveVtOqRdK23_4S5hNGn0jRKE8K0oJD4QivJRlCgIYr0Uh2YvkOfzA-2Ok4iYjnlNITnL5RHWAEA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqNK_c_WqjDvAHA85yD_gHwfY4Q67ozrrcitYGTWkZq-iTWLG_3_fWted7eufoBfQwpd19sXsLGHzfKtt-DXYxn5ZrwgsyOzxUJ9Ubsf9wvb4JoqVCGcskoHvO1iPHSN_zu0rfEH_DP5c/s1600/DSC05900.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqNK_c_WqjDvAHA85yD_gHwfY4Q67ozrrcitYGTWkZq-iTWLG_3_fWted7eufoBfQwpd19sXsLGHzfKtt-DXYxn5ZrwgsyOzxUJ9Ubsf9wvb4JoqVCGcskoHvO1iPHSN_zu0rfEH_DP5c/s320/DSC05900.JPG" width="240" /></a><span style="font-family: "Courier New",Courier,monospace;">Today, our young scientists were busy at work in their laboratory. They were seeking the answer to their essential question, </span><b style="font-family: Georgia,"Times New Roman",serif;"><i>How can the pull of gravity be overcome?</i></b><span style="font-family: "Courier New",Courier,monospace;"><b> </b>
They were given a hairdryer, three ping pong balls, and a cotton ball.
Their task was to set the hair dryer on cool, point it toward the
ceiling, and then carefully put a ping pong ball in the stream of air. </span><br />
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They concluded that the force of air was stronger than the pull of
gravity so the ping pong ball floated in the air stream. Then, they
turned the hair dryer slightly to the left and slightly to the right,
and noticed that the ping pong ball would follow the air stream and stay
suspended, unless, like one group discovered, the stream of air was not
strong enough. In that case, the pull of gravity would be stronger and
the ping pong ball would be pulled toward Earth. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSyffQhb3oulIghiYpoHDsUNdZP2VVTg0_PVBFMqGW2L7YFwkNhj4gxh3kbi4kxS6d0zpVeDP6BydGed7DZc7KZMFBk7g4AWIl_tNa8pOtJ6RAmoR2PUWS32EyL9U8u93M5PJeRSc-7X4/s1600/DSC05896.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSyffQhb3oulIghiYpoHDsUNdZP2VVTg0_PVBFMqGW2L7YFwkNhj4gxh3kbi4kxS6d0zpVeDP6BydGed7DZc7KZMFBk7g4AWIl_tNa8pOtJ6RAmoR2PUWS32EyL9U8u93M5PJeRSc-7X4/s320/DSC05896.JPG" width="320" /></a> </div>
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Next, the young scientists tried floating two or more ping pong balls in
the air stream. Some groups were successful while others were not. The
discussion behind the mixed results provided an excellent way to
introduced the independent variables (What changed?), dependent
variables (What did not change?), and constants in this hands on lab. </div>
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In addition, the students discovered that floating the cotton ball had a
different result. In their exploration, they also discovered that the
cotton ball would stick to the bottom of the hairdryer and stop the flow
of air.<br />
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When this occurred, the forced air would be weaker than the
pull of gravity. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFHXNqSO2K1HM7YTMpSFFWPlGhotGgMRT7XTDPv-fI2Axe9H365eeYKa8ZUAtsnuhVqEF9pe2KJGOkDOOYfhv_xQSlA44Jo2fM_lBE0FOv5wnopceMZki3SqTOL6IHRAYo152xyYcyFp0/s1600/DSC05886.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFHXNqSO2K1HM7YTMpSFFWPlGhotGgMRT7XTDPv-fI2Axe9H365eeYKa8ZUAtsnuhVqEF9pe2KJGOkDOOYfhv_xQSlA44Jo2fM_lBE0FOv5wnopceMZki3SqTOL6IHRAYo152xyYcyFp0/s320/DSC05886.JPG" width="320" /></a>In
our analysis of the lab, students quickly made the connection that the
air stream was stronger than the pull of gravity on the mass of the ping
pong ball. (Actually, they even strengthened their understanding the following day after a video clip and a reading that the two forces were in balance and that's why the ball levitates in mid-air.)</div>
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We asked, "What do you think would happen if we tried the
same thing with a golf ball or even a basketball?" Students concluded
that the mass of the golf ball and basketball would be too much for the
air stream and gravity would pull it to the ground. However, they also
recognized that with a great enough force, they would be able to get the
golf ball and basketball to levitate. Some students thought that a leaf
blower would work to levitate heavier objects. </div>
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In Closing, one student shared that he once was in a machine that made
him levitate! He's bringing a video of the experience in for the class
to see. How exciting! </div>
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Today's lab explored <i>Bernoulli's Principle, </i>the principle that
allows heavier-than-air objects like airplanes to fly. Bernoulli
discovered that the faster air flows over an object, the less the air
pushes on the surface of the object and so the lower the pressure. In
this lab, gravity is pulling on the ball while the pressure from the
forced air pushes up on the ball. The forces are balanced,so the ball
hovers in the air. You can move the hair dryer from side to side, and
the ball will stay hovering in mid-air until one of the forces is
stronger than the other. </div>
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The students loved the lab and the learning was evident. We hope your
young scientist shared their enthusiasm. Furthermore, if you are a
student reading this post, we'd love it if you leave us a comment and
tell us what you liked most about today's gravity lab.</div>
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Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-27177851492938771832012-10-06T21:10:00.001-04:002012-10-10T20:06:24.201-04:00Thinking Flexibly, Subtraction Problems<h3 class="post-title entry-title" itemprop="name">
<a href="http://ccekids.blogspot.com/2012/10/subtraction-strategies.html">Subtraction Strategies</a>
</h3>
<div class="post-header">
</div>
<span style="font-family: Calibri;"><span style="font-size: 14pt; line-height: 115%;">Thinking flexibly about numbers is one of our goals for students in third grade. W</span><span style="font-size: 12pt; line-height: 115%;"></span><span style="font-size: 14pt; line-height: 115%;">e’ve
been highlighting multiple strategies in Closing Session as we teach
students that subtraction is <u>the distance between two numbers</u>. We do
this to highlight students' use of an efficient strategies, and as a
springboard to challenge students to attempt a strategy that they may
not have mastered. Students quickly realize that some of the strategies
are more efficient for particular situations and less prone to
computational errors. </span></span><br />
<br />
<span style="font-family: Calibri;"><span style="font-size: 14pt; line-height: 115%;">Students,
as we conclude our subtraction unit, should be comfortable with
multiple subtraction strategies. Solving a problem in using two
strategies prevents a computational error that may have been overlooked.
Our goal is to have students who can </span></span><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">recognize, based on the
situation, the most efficient strategy with the least likelihood of
error, and with the idea that mental math can be one of the most
effective ways to solve. </span></span><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"> </span></span><br />
<br />
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">For
example, we don’t want students to use the traditional algorithm to
solve an equation like 1000-989=m, because it would be easy for them to make a
computational error when regrouping multiple times. Rather, we want
students to recognize that the distance between these two numbers can
easily be done by counting up, </span></span>989<span style="background: silver; color: black; mso-highlight: silver;">+1</span>=990 and 990<span style="background: silver; mso-highlight: silver;">+10</span>=1000,<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">therefore, the difference is 11. </span></span><br />
<br />
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Of
course, in other situations, it's simply easier to solve using the
traditional algorithm. In 876-563, the quickest way to the difference is
simply using the traditional algorithm. </span></span><br />
<br />
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">In order to develop number flexibility, we’ve been working on several strategies in class. </span></span><br />
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</div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Sample Problem:<span style="mso-spacerun: yes;"> </span>245 - 178 = m</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Adding up </span></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Turn
the equation into a missing addend 178 + m = 245. Put the number 178 on a
number line and count up to the next landmark number. (Landmark numbers
have a O or 5 in the ones place.) 178 count up <span style="background-color: #cccccc;">2 </span>to 180, count up <span style="background-color: #cccccc;">20</span> to 200, and then jump <span style="background-color: #cccccc;">45</span> from 200 to 245. Adding the jumps gives you the answer, </span></span><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">m = 67. </span></span><br />
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 14pt;"><span style="font-family: Calibri;">Decomposing </span></span></u></b></div>
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<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Decompose
the number by place value, then subtract each place value. In this problem, 200-100 = 100, 40-70 =
-30, 5-8 = -3, therefore 100-30-3= 67. Sometimes, this strategy has
you in negative numbers, but students know that 0 is the middle of the
number system and can flexibly use negative numbers. Some students use
this strategy and regroup from the larger place value. If they did that
in this problem, they would take a group of 100 from 200 and put 140 in
the tens place. </span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-size: 14pt;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>245<span style="mso-spacerun: yes;"> </span>:<span style="mso-spacerun: yes;"> </span>200<span style="mso-spacerun: yes;"> <span style="font-size: xx-small;">+ </span> </span><span style="mso-spacerun: yes;"> </span>40<span style="mso-spacerun: yes;"> <span style="font-size: xx-small;">+ </span> </span>5</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span><u>-178<span style="mso-spacerun: yes;"> </span>:<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>-100<span style="mso-spacerun: yes;"> <span style="font-size: xx-small;">+</span> </span>70<span style="mso-spacerun: yes;"> <span style="font-size: xx-small;">+</span> </span>8</u></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 2;"> </span><span style="mso-spacerun: yes;"> </span>100<span style="mso-spacerun: yes;"> </span>- 30<span style="mso-spacerun: yes;"> </span>- 3 = 67</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Counting backward</span></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">245 - 178 = m<span style="mso-tab-count: 6;"> </span></span></span><br />
<br />
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Put
245 on the open number line and count backward 178. You can make the
jump of 178 any way you want. Most kids jump backward to landmark
numbers. 245 jump back 45 is 100, and then jump back 30 is 70, then jump
back 3 is 67. This strategy works best for students who can readily count backward, other students find it difficult. </span></span><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"></span></span></u></b></div>
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<b><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Left to Right </span></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"></span></span></u></b><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Students think 200 – 100 = 100 and 40 – 70 = -30 and 5 – 8 = -3. Then, 100-30 is 70, and 70-3 is 67.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-size: 14pt;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>245<span style="mso-spacerun: yes;"> </span>:<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span><u>-178<span style="mso-spacerun: yes;"> </span>:<span style="mso-spacerun: yes;"> </span></u></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>100 – 30 – 3</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>70 – 3 = 67</span></span><br />
<br />
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"> </span></span><b><u><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Compensation / Creating an Equivalent Problem</span></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">In
some situations, we also encourage students to compensate to create an
easier equivalent problem. Generally, in subtraction, when you create an
equivalent problem your goal is to create a problem where regrouping is
not necessary. Many students try to create the digit 9 in their
minuend. </span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><br /></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><b></b><u><b></b></u>For example, </span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>56<span style="mso-spacerun: yes;"> </span>+ 3<span style="mso-tab-count: 1;"> </span>59</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><u><span style="font-size: 14pt; line-height: 115%;">-47<span style="mso-spacerun: yes;"> </span>-3 </span></u><span style="font-size: 14pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><u>-44</u></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-size: 14pt;"><span style="font-family: Calibri;"><span style="mso-tab-count: 2;"> </span>15</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<br />
<span style="font-size: 14pt;"><span style="font-family: Calibri;">Remember,
the purpose of exposing students to multiple strategies is two-fold.
<u>First, students need to be able to solve using two different strategies
to check their work, and secondly students will be able to identify the
strategy that is most efficient based on the problem. </u>Students who
successfully accomplish this have number sense and are able to work with
numbers mentally and flexibly. Our students are busy every day becoming
young mathematicians. </span></span></div>
Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0tag:blogger.com,1999:blog-5803371157717033185.post-3977801115442822682012-10-06T21:07:00.001-04:002012-10-10T20:06:47.579-04:00Math Portfolio Piece, Addition Strategies<h3 class="post-title entry-title" itemprop="name">
Addition Strategies
</h3>
<div class="post-header">
</div>
<span style="font-family: Georgia, "Times New Roman", serif;">From
time to time, we have students complete math portfolio pieces to show
evidence of students' understanding of a concept or skill. Recently,
students completed an addition strategy piece. </span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">The portfolio piece had two problems, 298+574, and a word problem, <i>Mrs.
Shall has 321 shells in her seashell collection. Miss Russell has 524
shells in her seashell collection. How many seashells do Mrs. Shall and
Miss Russell have if they combine their collections?</i></span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">Students
used two different strategies to solve. Research shows that when
students make a computational error and use the same strategy the second
time they solve, they commonly make the same mistake. In addition,
students with a tool box of strategies are better able to approach each
problem and use the strategy that is most efficient for the given
problem. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif;">In
some situations, the most efficient strategy is the traditional
algorithm, but in others, to use more mental math, it may be
compensation or left to right addition. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
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<span style="font-family: Georgia, "Times New Roman", serif;">This
is a student's sample from our Addition Portfolio Piece. You'll notice
that the student used two different strategies to solve </span><span style="font-family: Georgia, "Times New Roman", serif;">298+574, decomposing by place value and left to right addition. </span><br />
<u><br /></u>
<u><span style="font-family: Georgia, "Times New Roman", serif;"><b>Decomposing By Place Value</b> </span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;">298+574</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;">(200+500) + (90+70) + (8+4)</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 700 + 160 + 12 = 872</span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">Decomposing
by place value is a strategy used by many mathematicians for mental
math. The strategy keeps the place value of the numbers, and gives
students the opportunity to solve for partial sums by place value. The
strategy, in this situation, avoided the traditional regrouping between
place values. You can see the student's understanding of correct
algebraic notation, too. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<u><span style="font-family: Georgia, "Times New Roman", serif;"><b>Left to Right Addition</b></span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><b> </b></span><span style="font-family: Georgia, "Times New Roman", serif;"> 298</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> </span><u><span style="font-family: Georgia, "Times New Roman", serif;">+574</span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 700</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;">+ 160 </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> <u> 12</u></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 872</span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">Like
decomposing, left to right is a strategy that lends itself to mental
math, and keeps the place value of numbers in perspective. You'll notice
the student's partial sums are recorded by place value, too. Again,
the student has avoided the traditional strategy of regrouping that the
traditional algorithm demands in this equation.</span><br />
<br />
<br />
<u><span style="font-family: Georgia, "Times New Roman", serif;"><b>Compensation / Creating an Equivalent Problem</b></span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;">In
the second problem, the student also shows his command of at third
strategy, compensation. He solves 321+524 by creating an equivalent
problem, 321+524 = 330+ 515.</span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 321 (+9) 330</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;">+ <u>524 (-9) 515</u></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 845 </span><br />
<br />
<span style="font-family: Georgia, "Times New Roman", serif;">When
compensating, students create an equivalent problem using landmark
numbers. Students can easily solve 330+515 without pencil and paper. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif;">Many of the students on this portfolio piece used compensating for the first problem, too, </span><span style="font-family: Georgia, "Times New Roman", serif;">298+574.
Compensating to create the equivalent problem 300+572 makes solving the
problem so much easier. This type of flexibility in thinking is exactly
what adults with good number sense do on a daily basis. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif;"> 298 (+2) 300</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><u> + 574 (-2) 572</u></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 872</span><br />
<br />
<u><span style="font-family: Georgia, "Times New Roman", serif;"><b>Traditional Algorithm</b></span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;">We
don't avoid the traditional algorithm, but we do insist that students
correctly explain it when they solve. In the second problem many
students used the traditional algorithm. This strategy was very
efficient because it did not require any regrouping. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 321</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><u>+ 524</u></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 845 </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif;"><br /></span>
<span style="font-family: Georgia, "Times New Roman", serif;">A few students used the traditional algorithm for the first problem which did require regrouping. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 11 </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 298</span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> </span><u><span style="font-family: Georgia, "Times New Roman", serif;">+574</span></u><br />
<span style="font-family: Georgia, "Times New Roman", serif;"> 872</span><span style="font-family: Georgia, "Times New Roman", serif;"><br /></span><br />
<span style="font-family: Georgia, "Times New Roman", serif;">When
using this strategy students should be able to explain, "Eight plus
four equals 12, I regroup 10 ones and create another group of ten. One
group of ten, plus 9 groups of ten, plus seven groups of ten equals 18
groups of ten. I make one group of 100 out of 10 groups of 10. One
group of 100, plus 2 groups of 100, plus 5 groups of 100, equals 8
groups of 100. My sum is 872." </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Students
reach this level of abstract math understanding by first exploring
other strategies. One of the earliest strategies students explore is the
open number line. </span><span style="font-family: Georgia, "Times New Roman", serif;"><br /></span><br />
<br />
<u><span style="font-family: Georgia, "Times New Roman", serif;"><b>Open Number Line</b></span></u><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">The
open number line is a concrete strategy that third grade students
commonly revert to, particularly when they get stuck, or have
conflicting sums in two different strategies. When using the open
number line, we encourage students to start with the largest addend and
then add on. We also encourage them to make the fewest jumps possible.
One way of jumping on the open number line is provided in this example. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Regardless
of a student's strategy, we are working toward efficiency, flexibility,
and good number sense. We know that exposing them to many strategies
will assist them in reaching this goal. </span><br />
<span style="font-family: Georgia, "Times New Roman", serif;"><b> </b></span>Suzannehttp://www.blogger.com/profile/05528202096307200832noreply@blogger.com0