The beginning of the year is hard for me in math. There are so many things that need to be done! This is especially true for those of us who are teaching split grade classes. Some things are the same: number sense, for example. I can figure out where everyone is and take them to where they need to be. But my grade 2s are supposed to learn about some things that the grade 3s are supposed to already know (which sometimes they do and sometimes they don’t) and the grade 3s are supposed to do things that the grade 2s are not (which sometimes they are ready for and sometimes they are not!) And I know I can still do the things, and it won’t hurt anyone to learn about something a year early, but it all takes time. And even though it’s only the 29th of October, I feel like time is slipping away and I need to GET ON IT!
So this week, I was feeling like it was time to move on from adding the tens and the ones. I gathered the balances so we could talk about balancing equations. I started planning in my mind where we’d go next. But by Friday, I realized that I might be moving on a bit to fast.
Remember when I wrote about how we were having trouble communicating our math thinking? Well, that hasn’t gone away yet. Now that we are adding, and even subtracting those double-digit numbers, I thought, wouldn’t it make sense to stop there and do some problem solving? Wouldn’t it make sense, I asked myself, to take this thing we are pretty good at doing and use it to practice the communication piece?
So this is what we are doing.
- Trip over the balances that are shoved out of sight behind my desk. It was a pain to get them into the room so I’m just going to live with them for a while.
- Monday’s problem: (Two versions because I am differentiating!)There are 14 red apples, 15 green apples, and 8 yellow apples. Can each child in the class have one apple?
There are 4 red apples, 5 green apples, and 8 yellow apples. Can each child in the class have one apple?
- Tuesday’s Problem: I bought some Halloween candy this weekend! I have 15 suckers, 23 Smarties, and 30 Kit Kat. Do I have enough for every child in our class to have 3 pieces of candy?
I bought some Halloween candy this weekend! I have 10 suckers, 12 Smarties, and 4 Kit Kat. Do I have enough for every child in our class to have 1 piece of candy? (The Smarties are stressing me right now because I mean 23 of those little boxes of Smarties, but there are 10 actual Smarties in each. There’s a unitizing thing in there. I think I’ll just have to verbally clarify with the class before moving on. I’d just take out the Smarties all together, but I’m sort of feeling committed to them now because it’s going to give us something good to talk about.)
- Wednesday: Give in to the evil of Hallowe’en and graph some candy. (I try to do random survey’s and graphing instead of a data management unit. I’m going call it spiralling, like all the cool #iteachmath teachers.) Then they’ll work on these alone, not with their Learning Partners:Make a list of 10 ways you can add two numbers and get the answer 37 every time.
Make a list of 5 ways you can add two numbers and get 10 every time.
- Thursday and Friday: Depends on how the other days are going. I really want to make sure that I am not rushing through. I want to take the time to congress the solutions properly, and to talk about what makes a good visual representation of the groups thinking. We are starting up with November Learning Partners (a few days early because we were all just DONE with the October groupings!) I have a fun nrichmaths activity that we will do if things are going well. And I have some 100 chart puzzles we can do, which will help reinforce the work we’ve been doing about noticing patterns in the 10’s and ones that help us take leaps of 10 and 1. We are on to Measuring for the Art show next, and this is an important understanding for that unit.
- Then it’s Monday again, and we can balance some equations. Probably. Most likely. “It is highly likely that the class will work on balancing equations next week.” to put it in data management and probability language. And then we should move on to some geometry because that is something I have a hard time integrating on it’s own at this particular grade level.
Even though I am feeling compelled to get moving, what I really want to do is make sure everyone understands what we are doing now. These adding and subtracting and patterning and data management skills are so important and there’s no sense in moving on until everyone is ready, not just me.