Five for Friday~Story Problems

Hi, Friends! How are ya? It’s time for another Five for Friday!



It’s been an amazing day! It’s after midnight so, I guess I should say…yesterday was an amazing day! It started with the mad dash out of the door after missing the first go ‘round with the alarm clock. Just before dismissal, the heavens opened and rained down golf ball sized hail! In true TX fashion….20 minutes later….the sun was shining and we were off and making a mad dash for the first night of our church’s Spring Awakening conference. I can hear my pillow calling, so let’s take a quick look-see at what went down in Room 159 this week. Ready?



This week, math was all about addition and subtraction using problem solving. This chart isn’t all that cutesy, but it served the purpose of introducing new math language to problem solving.  Simple, but significant and part of the process of learning…



Admittedly, I think we did a little more adding than subtracting. No worries though because this will be our focus in math again next week. We used this story problem to practice modeling different addition sentences for the same sum (with 2 addends).

Students worked in pairs with a set of ten frames to model “teen sums”. Each pair of students were assigned a number and worked to model all of the combinations for that sum beginning with 0 + the given number.  We started with 0 in order for students to see the pattern developing as their first addend increased and the second one decreased. One student in the group managed the ten frames and one was in charge of the marker.



On the next day, we moved to creating story problems in order to incorporate writing in math.



We dedicate one day each week to story problems. This week was a little different because rather than simply have students work to solve story problems, I had them start from scratch to create them. In doing so, students had to model their thinking using ten frames and use math language in their writing. Differentiation for ability determined how many counters each student was given.

Students dropped their counters onto their desks, then arranged them on ten frames and told a story to their shoulder buddy before beginning to write. I also modeled one on the whiteboard before expecting them to do this independently. Once their stories were written, students were given a sheet of drawing paper to illustrate the problem they had written. Notice the finishing touch? Even my witty class of mostly boys LOVES doodle frames!

Part of the learning process was being able to get thinking onto paper…not every student got what they thought and spoke written perfectly onto their papers, but that was part of the learning process too. My struggling readers/writers dictated their story problem to me. I wrote it on a sticky note and they copied it onto the writing paper.




Math is ALWAYS the most active time of day in our classroom. You can check out some of the activities we use to review skills in my little TPT shop! I’m blessed to be participating in a sale with over 200 fantastic blogging friends! Here are…..ummmm, just a few 100 or so of them…



You might’ve noticed that things at A+ Firsties have changed a bit. The little rainbow is my previous logo. You’ll find the new one at TPT looks like my updated button. Click HERE to grab a freebie to write a few story problems of your own! Have a great weekend!

Seriously! What were YOU thinking?

Have you ever found yourself wondering the answer to that question during the day? Actually saying it out loud? Well, today….I did…out loud….over and over again….



…during math. Shocked?! At me asking that question or by the fact that I taught math, lol?! I don’t share a lot about our math time because my heart belongs to all things literacy, BUT today was one of those days when the lights came on. It was one of those days when through the organized chaos, the chitter chatter, through the rowdiness of it all…they learned. They REALLY learned. They got it!

 After creating a chart to outline the steps for solving a story problem, we reviewed each of the strategies we’ve been discussing and prepared to practice what we’d preached. We’ve been calling these…. “Think” Strategies…



I have some very clever little mathematicians in my class that keep me on my toes, so one strategy that I was sure to incorporate was, “I just know it”! I attended a training recently where one of the instructors expressed how important it is to share with students that “just knowing” the answer is a valuable strategy. By honoring it, the need for acknowledgement is addressed and those students that “just know it” are more receptive to practice the steps of the process because THEY know, YOU know that THEY KNOW the answer, even before beginning the steps of problem solving. =)



Each student received a story problem to solve. Only 5…6? 6, I think, were created. This approach allowed for students to work in pairs and/or small groups to engage in “math talk” to discuss their thinking. It also allowed for differentiation for ability. After students walked through the steps of solving the problem, they had one additional task….explain your thinking. Prove it. Defend why the strategy you chose to use was the BEST strategy to solve your story problem. Here’s a closer look.

Their choice of the "BEST" strategy is named on the green sticky note.



….and now that we can better verbalize the “why” of what we did, the pesky worksheet has become a “think” sheet. Want your kiddos to show what they know? Great! But make ‘em tell you why! Seriously! Ask ‘em…… “What were YOU thinking”?!



See ya later! =)

 

FIVE FOR FRIDAY~HOUSTON, WE HAVE A PROBLEM!

Math problems, that is! TGIF, Friends! How are ya? It’s been a lonnnnnng week, but we managed to wrap it up well!


We spent this week focused on using strategies to solve story problems. It was a fun way to incorporate reading and a mixed review of skills we’ve previously learned in math. 

The first one we focused on was using a picture to solve a problem.



Then, we added equations or number sentences….



….and used props to act out solutions.  One of the little things my kids always love about solving story problems is finding their name or the name of a classmate in one, so I work to incorporate their names as often as possible.  It’s always the little things that hook them in and get them learning!



Story problems can be a bit of a challenge, so we tend to work together to solve them. After one of the week’s whole group lessons, students got to choose partners to solve big kid, real-world problems!  Each pair was provided a problem to read, mark, and solve.

The goal of the week was to really in grain looking for important information and identifying what we’re looking for to solve the problem……INSTEAD of trying to just rush in and guess an answer.



We also had a blast with vowel teams/diphthongs this week! We had two guests in our room today that both left with a severe case of the giggles after watching us play an exciting game to brainstorm words for each vowel pattern.

We’ll continue to work with both of these skills next week….and the fun continues! Have a great weekend, friends! =)