# They will learn arithmetic faster, more fluently, with confidence, speed and accuracy.

### Here’s an article to consider:

order-of-operations-the-myth-and-the-math

# DO YOU UNDERSTAND NUMBER PROPERTIES??? Then how can you teach NUMBER SENSE?

The evolution has begun, WE WILL CHANGE THE WORLD… Join me for SUMMER INSTITUTES 2017…. Multiplication is not repeated ADDITION… It is much, much more and our KIDS DESERVE TO KNOW “why?” AND “Why DO they have to learn this?” Make the mathematics they learn meaningful in a way that leaves them wanting to LEARN MORE….

LITERACY IS NUMERACY, NUMERACY IS LITERACY and let’s not leave out SCIENCE.  Comprehension, reading and writing skills do not grow in a vacuum. We use the content of math and science in engaging, authentic and challenging explorations and experiments to develop the skills that link them all.

IT IS WELL PAST TIME FOR TEACHING TO EVOLVE OR GO EXTINCT…. THE  world demands it, our kids deserve it…

# Parent letters

I do not and will not support DreamBox or any other on line platform for teaching and learning mathematics but this is one of the components that we really really need to learn from…. Christopher writes a great blog, thanks

Overthinking my teaching

Here is an email that a friend of mine—father of a first grader in the Minneapolis Public Schools, and math-teacher-on-parental-leave—received from DreamBox, an “adaptive learning platform” for K—8 math.

Congratulations! [Child] successfully completed a group of DreamBox Learning lessons.

Are you familiar with the concept of compensation? This is a strategy that can be used to make addition problems “friendlier”. To use it, just subtract a “bit” from one number and add that same “bit” to the other to create two new numbers that are easier to add mentally.

[Child] learned this strategy by completing a series of lessons using the special DreamBox tool, Compensation BucketsTM. For example, when shown the problem 29 + 64, [Child] turned it into 30 + 63. Towards the end of this unit, [Child] was adding 3-digit numbers with sums up to 200!

On the Run: Friendly Numbers

Take turns supplying two numbers to add. The other player has…

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# So what did you see in math class today?

fixed my spleling (ha,ha)

Thinking 101

## So here’s my point folks. We present math ideas with a perspective that pushes students’ focus to the wrong place in the picture or in the manipulative. Then we say see that didn’t work and go back to telling them what to think. Instead, I want you to get rid of “fill in the blank math sheets.” Start giving students fully finished equations and have them learn to read, demonstrate and compare them. What can you change and not affect the outcome.

### What happens if you move the collection around? Knowing 9 is the answer is not the same knowledge as “knowing” 9.  Think about it. We have to do the right job in…

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# Spatial Reasoners know number…

## What is this grade one telling me about his knowledge of number?

### Flash Math is a term I use for the exercises I do with students to support the development of automatic recall with quantity.

Subitizing, conserving number, developing imagery for commutative property, inverse operations, associative property, making sense of one more, one less, hierarchical inclusion are put a few of the concepts that can be developed with flashmath tasks.  In the early stages I use dot collections and ChunkitZ.

###### Students look for 3 seconds, then the image is covered and students are asked to recall the image in their mind. Another 3 second look, cover,  recall in their mind. On the last 3 second some students are noting a different way to confirm how many, while others are finally sure they know what they saw. There are 2 goals on flashmath: how many in the set, what parts are related to make the set. So some students say I saw 5 and 3 while others say I saw 8.

The intent is not to match my arrangement,the intent is to know how many you saw and why you are sure of the total without counting. So this boy drew an arrangement he liked better for 8, circled 5 to tell me he saw the five and the three and knew it was 8.

This young man asked me if he could use pictures numbers and words to explain what he saw, then proceeded to show all 3 on each collection.

## Here’s another Grade one spatial reasoner… How do  teachers recognize, capture and build on spatial reasoning??

When he saw what everyone around him was drawing he changed it to this,

# Spatial Reasoners?

When students use the materials at hand as thinking tools they demonstrate how they are making sense and constructing meaning. Both these students were quite clear how to explain the number they were dealing with and both had no trouble explaining overall how many tens are in their number. 551 has 55 tens, but 50 of them are packed into hundreds. So you can also say 5 hundreds.

This student drew it first, then separated out the pieces in the second part of the drawing to be sure I understood 294 is composed of 2 hundreds, 9 tens ten less than a hundred, so easy to draw) and 4 ones. Again this student had no trouble explaining there are 29 tens in this 3 digit number.

# Learn to remember? Remember to learn?

## This is why I use BUILD EXPLAIN REPRESENT COMPARE.

Active engagement in your own learning. The teacher’s role is to make sure kids know they are learning … sometimes it is just the exercise of learning itself. So you engage students by having them tell you how they are going to accomplish “learning this”. Make it a challenge, a puzzle to solve… you will be amazed at the difference in attitude and ability….