Zero the Hero and Gummy Bears

Zero the Hero came and visited on the 20th day. He brought powdered donuts and changed 10 singles into a rod. 

Miss Ashley , our high school intern, is doing an amazing job teaching our Math Meeting. 

Mrs. Copeland, our student teacher , is rocking Number Talks!!!

Who doesn't love Gummy Bears?!?!  We do!  We each had a bag of "data" (gummy bears). We had to sort out data by color, count how many were  in each set, and tell which set had the fewest, most, and if any were equal. We could also put them in order from least to greatest. We organized our data in vertical lines. 

We are living the Letter G! 

We brainstormed different words that start with the /g/ sound. Then either write the word or a sentence and illustrated. 

We also made a gym all machine and placed pictures that stet with the /g/ sound inside. 

Literacy Stations

Station 1: 

SmartBoard 

Students used SmartBoard to work on letter recognition (upper and lowercase) 

Station 2: iPads 

Students used apps to review rhyming words. 

Stations 3: students use whisper phones to "read" big books. 

Station 4: Letter recognition/ sight words 

Students practiced their fine motor skills and letter recognition (or aight word recognition) by choosing a card and then using letter beads to string the letter or building the word. 

Station 5: 

Students used www.starfall.com to work on literacy skills. 

Station 6 : alphabet

Stud need matched letters to pictures that start with that sound. 

Math Stations

Station 1: iPads 

This app is called FindSum. I love it for one to one correspondence, number recognition, and making 10. 

Station 2: dice 

Students roll a number cube (dice) and then build a tower. For example, if they roll a 2 , they build a tower that is two cubes high. 

Station 3: sorting 

Students sort buttons by specific attributes (color, size, shape, number of holes)

Stations 4: 1:1

Students work on number recognition and using manipulatives to represent a number. 

Station 5: number recognition 

Students choose an elephant and then add that amount of links. For example, of the elephant has the number 4 written on it, the students add 4 links to the elephant 

Station 6: computers 

Students use interactive websites to enhance math skills. 

Station 7: SmartBoard 

Students use SmartBoard to practice math skills. 

Station 8

Students work on fine motor skills by lacing numbers (0-9) and then build a set to match that number. 

What is subitizing?

Subitizing : to perceive at a glance the number of items presented

https://vimeo.com/136018169

Why is this important?

It saves time! 
 Subitizing numbers saves time through not having to count each individual member of group, but instead by simply perceiving the number immediately (Reys, et al., 2012). This comes in useful later on in Mathematics learning when students begin to deal with more complex numbers, or begin to deal with mathematical operations.

It is an important precursor for more complex number ideas.
Early number order relations link directly to Subitizing skills, as students who can competently name small groups are able to understand number facts such as that 3>2 and that 4 is one less than 3. This complex understanding of numbers facilitates learning of other mathematical processes as they go on in their schooling. 

It helps consolidate and develop more elaborate counting skills. 
Students who can Subitize small groups of numbers are able to develop their counting skills by beginning their counting after the subitized group, or by using subitizing to count forwards or backwards by twos, threes, or even larger groups later when they are exposed to more complex multiplication tables. (Reys, et al., 2012) This type of subitizing falls into the category of conceptual subitizing which occurs with larger number sets, and involves  breaking the group into smaller parts (Clements, 1999). 

It quickens the process of learning addition and subtraction. 
When children are able to subitize, it means that they are better equipped to handle addition and subtraction concepts, as they do not have to count each small group to be added or removed when learning operations with manipulatives (Reys, et al., 2012). 

Number 5 & 6

This week we learned about the number 5 and 6.  We are working on counting to 5 with one to one correspondence. (for more information on this please go to https://vimeo.com/134941262 ) and different combinations to 5.  For example, 1 and 4 or 4 and 1, 2 and 3 or 3 and 2.

 

 

The first day we introduced 5 we made a set with manipulatives and then drew a set on our paper and numbered it to make sure we were correct. 

 

On the 2nd day we worked on different ways to represent/show 5 in our number book.

The second number we worked on was 6. 

 We represented it by drawing it on the 1st day.

And on the second day we represented the number in different ways.

 

Jeans for Teens

 

 

Teens for Jeans

 

A former student of mine, who is now a sophomore  in high school, is collecting jeans for Dosomething.org.   This is her third year and to take part.  She is an amazing girl and needs your help.  If you have any old jeans, jeans that don't fit, or jeans you just don't wear anymore, please send them in.  I will collect and turn them into her.  The deadline is February 2016 but I will start collecting now.  THANK YOU!!!

Oo Book

Every week we will work on our letter of the week book.  We will be the author and the illustrator.  Right now we are working on copying the word off the board and illustrating.  We will start to write sentences such as "I like the___.  , I see the ___.  , I have a(n)____. " when each child is ready.