Super Second
All Things Second Grade Math!
Computational Fluency...Oh My!
From October 12-November 16 please focus on adding and subtracting WITHOUT algorithms to help them develop those mental math strategies and application of those basic fact strategies.
Something to think about...
"A lack of fact fluency can be crippling for emerging mathematicians. Students who don’t understand number relationships struggle to use mathematics to solve problems, because they are using all of their mental energy on basic facts. A strategy based approach for learning facts leads to automaticity while at the same time it helps students understand how numbers are related. But instruction needs to go hand-in-hand with practice to build speed and fluency." -Donna Boucher
Aimsweb Probes
In their book, Small Steps, Big Changes, authors Confer and Ramirez state that, “Part of the teacher’s task is to help students become intentional learners.” To support that task, they outline four steps educators should take:
- convey the message over and over again that “Smart is not something you are; smart is something you get”: “It’s possible.”
- explicitly help students become personally invested in their own learning until they understand that success will have a positive effect on their choices today, next year, and throughout their lives: “I want”
- help students set achievable goals and track their own movement toward success: “I can.”
- share examples and stories from this class that illustrate the payoff of effort: “I will.”
Fundamental 5 Ideas
Mingle-Pair-Share: FSGPT Idea
This is great way to get kids up and moving while talking about their learning!
•Students mix around the room silently as music plays in the background.
•When the music stops, each student finds a partner closest to them (no running across the room to find your best friend!) and puts their hand together with their partner’s in a high five.
•When all students have found a partner, teacher poses a question and allows for “think time” For example “Give three examples of an insect” or “Name five prime numbers.”
•One teacher’s go, one partner shares and the other listens.
•Partners switch roles.
•After both partners have had a chance to speak (teacher will have to monitor this, based on the depth of the question), music starts again, students mingle, when music stops they find a new partner, teacher poses new question, etc.
•Repeat for each question.
Sticky Note Storm-Critical Writing and FSGPT
Teacher poses a question, sets a time limit and gives students a moment to think before writing. For example, “In two minutes, how many math problems can you write down that have the solution 23?” Or “In 45 seconds, write down as many adjectives as you can.”
Each student writes down as many answers as they can think of—one idea per sticky note—and sticks it to the center of the table.
The goal is to generate as many ideas as possible and cover the table with sticky notes! At the end of each round, students review one another’s ideas.
Jacque Prater
Email: jacque.prater@wylieisd.net
Location: 951 South Ballard Avenue, Wylie, TX, United States
Phone: 9724293071
Facebook: https://www.facebook.com/jacque.cope
Twitter: @jkprater13