Number Operations-Greater Than/ Less Than

This link came from Dr. Nicki's blog.  This link is for a catchy song to help with greater than/less than.

Beginning Numbers-Subitizing (again)

Here is a great post from the blog Math is Not a Four Letter Word about why subitizing is important.  I think if we can help those kids who come to use with minimal number sense right away ... it could make all the difference when they try to tackle other math concepts.  I have been thinking about how to assess children's number sense knowledge.  So far I think Kathy Richardson's Counting Objects Assessment and Changing Number Asessment  is the right way to go.

Beginning Numbers-Math Rack

Beginning number concepts for first graders include the concept of subitizing.  Subitizing is the ability to look at a group of objects and know what the number is or the numbers that make up that number.  For example-a child can look at the pips on dice that are rolled and know that one of them is a four because of the pattern the dots form.  Another example is a child who looks at a ten frame and can recognize that the number shown is five because half of the ten frame is filled in.  I recently went to a workshop with Dr. Nicki Newton who introduced me to the world of subitizing (and a cool tool I will explain below) and I have been trying ever since to figure out ways to help my students with this concept. 

One of the ways to help students with this concept is a  thing called a Rekenrek or Math Frame.  These tools are pricey-so I have made mine out of pipe cleaners, two colored beads, and plastic mesh canvas (used when embroidering).

Children can use a Rekenrek/Math Frame to start understanding the concept of a five and ten (as well as other numbers).  For example-all the beads start on the right side.  To show the number five-the student swoops all the red beads on the top row to the left.   To show the number eight-the student swoops all the red beads and three white beads that are on the top row to the left.  Here are some resources so you can see other activities and probably a better explanation about the concept!  This manipulative has endless possibilities for beginning number concepts as well as addition, subtraction, and story problems.


Don't forget to go back and check out all the great information at:

Math Interactive Flash Quizzes

This site has a wide variety of interactive quizzes that cover a lot of topics.

Assessments for Math

This site has a wealth of information for 1st and 2nd grade assessments.

Number Sense-Subitizing-Place Value

Check out this great site called Mathematically Minded (Thanks, Jill!).  They have some wonderful resources for subitizing and place value.  Even though this is a company that is selling products, they have offered some valuable resources for free.

Story Problem Videos

This link came from Dr. Nicki's blog.  I like the first few videos because it shows how to use  bar diagramming to introduce students to part-whole story problems, two step story problems, and comparing story problems.  Next year I want to make sure I teach my first graders how to solve story problems in a more systematic way using the types of problems that are outlined by CGI (Cognitively Guided Instruction).

Launching Guided Math-The First Weeks of School

What students will be doing the first few weeks : Exploration of Math Tools

• Pattern Blocks
• Wooden Blocks
• Attribute Links
• Geoboards
• Unifix Cubes
• Treasure Boxes (containers with different manipulatives)
• Color Bears
• Colored Toothpicks

From the research I have read (Kathy Richardson), I can't expect the children to get down to the business of using manipulatives until they have gotten the play out of the way.  I need to make this initial exploration a time for the children  to explore (and I can get some of the beginning of the year assessments done).

I also need to make sure it is very different from when I start the actual math stations.

Teaching the Routines for Math Stations

I will probably teach it like the Daily 5-building stamina, having the example, non-example etc.  However, I don’t want the kids to think that this is the Daily 5 Math.  Daily 5 should be quieter-Math Stations will obviously be nosier because the children need to talk about what they are learning.  The more I research, the more I realize that children need to explore-starting with the concrete before they move to the abstract.  Therefore, they need to have a conversation with their partners about what they are doing.  I want my Math Stations to be separate from my Daily 5 because I don’t want either endeavor to jeopardize the success of the other.

Below is the list of guidelines I want to strive for with my math stations.  I will obviously need to model and explain each one, but this hits on the main ideas I want my children to understand.

All Aboard for Math Stations:
Tools Not Toys
Peaceful Partners
Time on Task
My Place is in My Math Space
Clean Up Carefully

Making 10-Number Bonds

This link is from the blog Let's Play Math.  It explains number bonds and offers a few activities.

Measurement-Gallon Man

This link is from the blog Zook Tutoring.  I love the visual way to show children the relationship between gallons, cups, pints, and ounces.