Tips of the Week 2003- 2004
Click
here for tips of the week in 2004-2005
Q. I really
felt like I would have never gotten through this unit without my assistant and
the student teacher in here. With 26 students it was very crowded and difficult
to work in small groups and to reach everyone. I'm not sure how I did it last
year...maybe just having the smaller class helped. Any classroom management tips
for next year? I don't think I'll have an aide then.
A. I do believe that the number of students in the classroom makes a huge
difference in the learning taking place as you said. Will next year be the same?
When I had 23 children in my classroom, I had to set aside the time to do
centers so I could give them small group remediation at least once a week. So I
did four lessons and on Friday had game day. The children rotated through
stations that day of games or explorations I wanted them to revisit. I did try
to get an aide or parent volunteer in on that day but it worked even without
them. Knowing I had Friday to reteach and individualize helped me move on the
rest of the week. It still is a difficult management problem no matter which way
to look at it. Try reading Harry Wong's book
The First Days of School
and get those procedures and routines established. You probably already know
him, but reread him even so. He made a huge difference as well. You could make
math boxes a morning routine and set a game time every day as a routine too.
That will help get them going so you can pull that small group as well. Lots of
yoga helps too. 
Mary Catoe, Log Reader
Q. Also, not
sure what to do with two of my boys who won't risk take at all!! If it is
unfamiliar territory, they don't try, they just say I don't get it and shut
down. Today they happened to pair for a fraction lesson and just sat there, no
attempt. How can I make them take risks? It was not a graded activity, they knew
that, but wouldn't try.
A. Try to narrow down the choices for these boys. When asking them a
question, give a choice of 2 answers. Be sure they are with others who are
accepting of their choices when working in groups. Other students can intimidate
so cruelly-without saying a word! Jean Willis, Log Reader
Q. How do you keep students from losing their fraction cards. It didn't
matter if I gave them a rubber band or a baggie, the cards still ended up on the
floor each night. I'm really giving some thought to how I want students to
organize all their Math supplies for next year. Any suggestions as to
maintaining the fraction cards and fact cards any better?
A. Tips from our
Log Reader Suzanne DeVries
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I would try coding the
cards just like we code the Everything Math Decks. Before the cards are cut
out, have each student write on each card their class student number, name if
short, initials or color code. Then when math class is over, do a floor check
and give out points for anyone who finds a card and returns it. By the end of
a few months, it should become more of a rote habit. One can always hope.
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Or, give a bonus point
to any student who on their own initiative finds and returns a card to its
owner.
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Also, do a random card
count as an exit slip for early recess or lunch dismissal.
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Keep a few spare bags
for those students who have so much going on that this seemingly small task is
beyond them.
-
I liked to keep mine
stored in baggies. One year I even stored them in a central bin and the first
student in in the morning passed them out.
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Some students manage to
hide them away in amazing places regardless of valiant teacher efforts. Foiled
again.
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If you are super
organized, you could run them off on colored paper. Office Max offers 12
different colors.
Suzanne DevVries, Log
Reader
Q. How do you jeep everyone busy when most of the class finishes
quickly, but there are a few who take forever?
I don't want to start working the problems on the board, and give the answers
to the ones who aren't done yet.
A. They could scroll or play one of the games
quietly in a corner of the classroom.
Pat Nawrocki, Log Reader
Soon after the beginning of the year I started a practice of date stamping their
journals for their math box pages. That is, I'd assign them, they were given
ample time to do them (sometimes overnight) and were expected to have them
done...even if it meant taking them home. As we started checking them, I walk
around with the stamp and in this way "affirm" that they have been completed on
time...at least attempted. They assume I'm also checking these later and using
them as a grade...which I do in an informal way to assess whose doing their work
. But this doesn't work for journal pages, etc., we are trying to do in class.
If I trying walking around helping, along with other students that are
done...they just wait for the help.
Nancy Baker, Hawthorne Elem, Elkhart, April 26-30
Some students want to put
the protractor anywhere and not necessarily on the vertex. I have found that it
helped when I repeatedly said,"dot on the dot, line on the line, do this and
you'll be just fine. Mariama Carson, Eagle Creek Elem, Pike, April 12-16
They especially enjoyed the World Tour section to South America. We chose
different countries for each learning club, and the students presented the
information the next day. I was amazed how well they read those large numbers and
found the information in the rows and columns. We are doing a pioneer
simulation, so the students are anxious to earn trail points to get to Hacker
Valley in the Indiana Territory. They earned points by not making any
mistakes in their presentation. Also the audience earned points if they could
catch any mistakes from the presenters. Boy, did this group pay attention!
Nancy Hardy, Grade 4, Pinewood Elem, Elkhart. April 12-April 16
As a class we made a Mr.
Gallon by using a cut out of a gallon. Then we added quarts, 
pints, and cups
(they looked like arms, legs, hands and fingers). We reviewed fractions as we
cut pieces of paper into fourths (the quarts), eights (the pints) and 16ths
(ounces). The students enjoyed the visual and took them home to help with one of
the home links that referred to capacity. Carmella Musillami, Grade 2,
Rockcreek Elem, Bartholomew. April 5-April 9.
Click on the picture of Mr. Gallon to enlarge it. Thanks to Candace
Deckard, Bartholomew, for sharing the picture and the idea with
Carmella!
Today, the last day before
Spring Break, we had a curriculum Easter egg hunt. My daughters hid 200 eggs
with questions and corresponding answers in them. I made about 35 of the
questions related to geometry, for review. By the end of the day when we had our
hunt, the kids knew the answers to every single math question Jane Tennis,
Davis Park Elem, Grade 3, Vigo, March 29 - April 2
To explain 2 to the -3
power, I had them take two pieces of paper and cut them each in half three times
to equal 1/8. Melinda Athey, Grade 5, Rio Grande Elementary, Vigo,
March 22-26
Q. We now have parent tutors and I wonder if you could give me some
ideas on how to "use" them.
A. A few ideas
come to mind so that this is a help to you and not a burden. Tutors can be a
wonderful resource if you come up with a good match. I was only able to use
some tutors for playing games as reinforcements.
1. Have a meeting
with all tutors before, after or during a free period - I know, precious time
... Have one meeting and go over the algorithms with them. Explain that the
students need to find one method they are comfortable and most successful with
to be determined by you and the student. Run off the section on algorithms
from the Parent Handbook for them to take home. Also, have a copy for tutors
that stays at school for handy reference. Explain that different methods are
acceptable but you and the student will sort that out. I'm sure they will
understand that introducing more methods could be confusing. Also, it is
important to reassure the tutors that their way is fine because they have been
successful with it. And some students will be like their way best. However,
understanding the concept is what EM is going after first and foremost -- thus
the focus algorithms.
2. Have tutors
play games with students. Send home the game to be played a few days ahead of
time so the tutor can practice up. Explain at your meeting the SRB and what a
great reference it is. Also, stress the importance of simplifying or
ratcheting up game skill levels depending on the ability of the student.
3. Prepare a
bucket or case of some kind that will have all their materials ready and
waiting for them in their tutorial room or out in the hall, wherever their
work station is.
4. Have a folder that
you keep handy when you are teaching math. When you spot a student or discover
a problem that requires additional attention, make a note of it on a post it
in this folder. (Have post its already stuck, single sheets, in this folder
ready for note taking. Then write down the name of the student, the needed
task or reinforcement, and when you have a second 
,
slip in any extra papers if needed for the tutor to work on with a student.
Again, at your short meeting, explain the scenario.
Hopefully, the
tutor will be able to function without your additional attention. Plus,
discuss with your students guidelines so they are ready for action and no
valuable time is wasted.
Suzanne DeVries, Log Reader, March 22-26
I have offered extra credit which is helping a lot. Kids are allowed to
teach a person not in the class a multiplication algorithm or a division
algorithm and they get extra credit. This has allowed my kids an opportunity
to take ownership over what they are learning and cement their understanding
by teaching someone else.
Mariama
Carson, Grade 4, Eagle Creek Elementary, Pike, March
15-19
Q: My students really struggle
with appropriate behavior when we are playing the games. I have many
students who don't listen and ruin the playing time for others because they
are being too goofy or uncooperative. Any suggestions?
A: Some suggestions were
provided
and posted at this link by Jean Willis Feb 9-13
They have really enjoyed using the straws and
pipe cleaners to make the angles. I have continued to tape the one straw to
their desks. It speeds up the activity and the students are much less
frustrated (especially those with weak fine motor skills). When we practice
rotations using geometry calisthenics, I have turned this into a game of
"Simon Says". We practice the rotations first, and then play "Simon Says"
with the turns. They really love this.
Kathy Jacobs, Grade 3 Teacher, Fuqua Elementary, Vigo
Feb 2 - 6, 2004
This was a three day week
due to the holiday and the end of the grading period. On Thursday, the students
wanted more Lattice multiplication. I gave the students blank sheets of Math
Masters page 85 and a three dice. The students rolled the dice and used those
numbers in the lattice. I had the students write the answers under each problem
and then they had to read the numbers. The student with the highest score won.
Christine Surufka, Grade 4, Harrison Elementary, East Chicago Jan 26 -
30, 2004
I ripped my Math Masters
book apart and organized it by Unit. I have two folders per unit. One says
HomeLinks (Unit 1. . . .) and the other says Masters (Unit 1. . .). If I have
made a transparency of any page I keep that in the right unit folder so I can
find it the following year. I also made transparencies for all the mathboxes and
they are in file folders. Actually I have those Unit 1 through 3, Units 4
through 6, Units 7 through 9 and Units 10 and 11. I store all of this in a
covered plastic storage container that accepts hanging files. I like the covered
idea because of the dust. Maybe you don't get dust at your school! I also have
lots of tubs. I have 6 tubs that house all the tool kits and calendars sitting
on a wooden shelf. I have 8 tubs that have all the directional words on them
(North, east, South, West, Southeast, Southwest, Northeast, Northwest) - - - one
on each tub. I can keep different games in those tubs with a copy of the
directions (made from the SRB), scoresheets, pencils, cards, dice - whatever is
needed for a particular game. I also have my room labeled North, East, South,
and West. Students can take these tubs to the correct section in the room to
play their game. I have additional tubs with pattern blocks, base ten blocks,
geoboards, etc. in them. Patricia Nawrocki, Log Reader
Jan. 19-23, 2004
I found something that was
both fun and seemed to help them when converting from one unit of
measurement to another. I had students lie on the floor looking up at the
ceiling. I used the overhead and focused a decimal on the ceiling with a
metric unit and told them to convert it to another unit. I started at one
end and gave a student my laser pointer and had them show how the decimal
point would move. We kept passing the pointer down the line converting
decimals from m, dm, cm, mm. Another thing that was helpful, we made a
review from the disk before the assessment so students knew what types of
problems to expect. Kay Cahill, Grade 4 Teacher, Riley Elem, Vigo County,
Jan. 12-16, 2004
Q.
After the first of the year I am suppose to present Everyday Math to our
faculty. This is one of the series up for adoption. Our building has a lot
of teachers that does not like change or they do not want to have extra work
to do in preparing the lessons. Do you have any suggestions of lessons, or
things I can tell the faculty that will encourage them to really look at the
program and what it has to offer the kids?
A. Be prepared as best you can!! If you are convinced of the value
of EM, it will show!! Be honest!! Use examples from your classroom
successes often! The introduction pages of the TLG will help; page ii, the
need - to enable to learn more..... the mission,...real world problems and
applications...give examples here. Page iii, student interest, give
examples. Page iv, in the blue type, is a dynamic statement!
Model some routines; What's My Rule, renaming numbers, the practice on the
hundreds chart, Frames and Arrows, the fact triangles, an exploration, also
the materials, straws/connectors, SRB, games, slates. Choose from
these according to the time you have. Stress the opportunity for
understanding rather than memorization of methods. Also the varied
approaches to concepts. always found that the prep time was a welcome
trade-off since there was less time spent correcting papers at home! (Do
you correct the math box page and homelinks with your students, doing
on-going assessing as they work, as I did?)
Not sure how much you will want to get into assessment, learning goals, the
lesson format, etc. Need more suggestions? Just e-mail me at
lnjeanwillis@yahoo.com Jean
Willis, Log Support Team, Dec 22-Dec 26, 2003
They are progressing nicely with their
multiplication facts. We are memorizing the answers to
X 3
with the tune "This Land is Your Land" and it seems to be clicking for those
who still have not memorized them. They are also working on the answers to
X 4
with the tune of "Old McDonald Had a Farm". This seems to help my slower
students who do not memorize well. Karen Leff, 3rd
Grade Teacher, St. Joe Central Elementary, Fort Wayne, Dec
15-Dec 19, 2003
For
my subs this week I used the assessment cd to create mega worksheet packets for
when I was gone. I did one day a review of the chapter we were on and the other
day a review of Units 1-3. I felt really guilty at first, but when I realized
that what I was giving them was related to what they were actually learning and
was a good periodic assessment for me (just to browse over, not necessarily to
take a major grade on). I was originally going to copy random math pages from
our old series with lots of fact type questions, and I thought why am I creating
so much work for myself? The cd really helped me get some related math materials
ready quickly to prepare for my subs. In the long run, I was glad that was what
I had left because the sub who was in the room did absolutely nothing, so if I
had left a lesson I don't think she would have even attempted it. Yeahhh
assesment cd!
Anne Arroyo, 4th Grade Teacher, College Park Elem, Pike,
Dec 8-Dec 12, 2003
My student
teacher, Lucretia Mowrey from Ball State University, did something very
interesting this week. She ran off the Multiplication/Division Diagrams for each
student in class. Then, she took each diagram and put it into a "sleeve
protector page". When she gave it to the children they wrote their answers
with a "dry erase" marker. It worked perfectly! She walked around the
room and observed if the children understood what to do. She also saved paper! I
thought this was a great idea and one that I will remember! Mary Carolyn
Rhoten, 3rd Grade Teacher, Killbuck Elementary, Anderson,
Dec 1 - Dec 5, 2003
One strategy
that I have used that has worked well to pump up self-esteem in math this year,
is to give a few simple problems at the beginning of the lesson on the slate and
if we have time at the end of the lesson I try to do this again. I think of it
as a success sandwich!
Milissa Daugherty, 4th Grade Teacher, Forest Hills Elementary, Anderson,
Nov 24 - Nov 28, 2003
I asked my
students to bring in 6 quarters, 6 dimes, 6 nickels, and 10 pennies right at
the beginning of the school year. That's $2.50. I keep it in their tool kit
in a film container. You can get those at any place where they develop
film. People usually bring their film to be developed in them but don't
need to. I put their toolkit number on the film container with a piece of
masking tape. I will send it home at the end of the school year. I had 100
per cent bring it in. They have money for everything else. Research shows
that is the best way to teach money - with real money.
Pat Nawrocki,
Log Support Team,
Nov 17 - Nov 21, 2003
I had questions from many parents
about the math program and why it is so rigorous. I was prepared because I
had copies of the Indiana Standards for each parent. This series is aligned
perfectly with the standards, BUT the standards are difficult!!Kelly Dumas, 4th Grade Teacher, Sugar Grove Elementary, Vigo County
School Corporation, Nov 10 - Nov 14, 2003
In order to help speed
up the process of grading math journals, I have given my students a
red and blue plastic post-it tab with their
names written on them (these are the same kinds of tags we used to divide our EM
teacher manuals). When I am going to collect a journal for assessment purposes,
I ask the students to put the blue tabs on the page
I want to look at. When I look at the journals, I can open up right to the
correct page and I don't have to look back to the covers to find the name of the
student (since their name is written on the tab). The students also keep a
red tab stored in the front cover of their journal.
If they do poorly on an assignment that I'd like them to correct, I place the
red tab at the top to notify them there is
something they need to look at. When I get their journals back, the
red tab reminds me that I need to review that page
to see if the student has corrected their work (I give the better grade on
corrected assignments). Once I have looked at the corrected assignment, I place
the tab back in the front cover of their journal. I couldn't believe how much
time this has saved me, plus it has made my students a little more aware of how
they are doing (which has increased accountability). Anne Arroyo, 4th Grade,
College Park Elementary, Nov 3 - Nov 7, 2003
Introduce Let's Make a Deal! to
get more time with struggling students.
They can report to you for individualized help and in exchange, you give them
the most important 3 math boxes to do instead of all of them. You get what you
need, they get a "deal" for giving up part of their work time, and everyone is
happy.
- Mary Freytag,
Log Support Team (Click
here for
more details about meeting individual needs),
Oct. 27-31, 2003
Don't have dry erase boards and markers? Use scratch paper for slates.
Jean Willis, Log Support Team,
Oct. 20-24, 2003
Last updated: September 24, 2004
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