I would like to go back to reviewing basic skills in all grade levels daily and coming out of our text books for good. The text confuses most students. The language is either confusing or not relevant for the skill needing to be taught. I do the basic math facts test daily. During our measurement unit I created a measurement fact sheet to cover for the last three weeks. My students did great. When I returned to the basic math facts sheets the students scores were okay but they had lost the 100 facts in 3 minutes. They were back to 100 facts in under 10 minutes. I hate to sound dated but Practice, Practice, Practice still holds true in the teaching of mathematics. They need to spiral back to all basic concepts to retain the information that we would like to build upon in the 5th grade.

math and memory

A strategy to support students in math that I have been successful with is the use of visuals. I have created visuals for metric conversions (ex; kg to mg) and used the upper case "G" visual with c/p/q's to help students remember cutomary conversions of gallons, quarts, pints, cups. Using visuals is a very strong strategy to assist students with abstract concepts. Once practiced, students can recreate the visual when taking a test to support memory. If visuals were consistent between grades, (ie; the gallon one) this would be very helpful for the students.
-Cheryl

Chapter 3

I think it would be beneficial for everyone to use the same math reference sheets. In third grade students use the same reference sheet for test taking. Perhaps this sheet could be utilized in the younger grades as well. The same layout/location of information on a sheet of paper could be used. The areas covered on this sheet could grow with the students as they develop a concept and concepts become more complex as grades go on. Students will be exposed to this at an earlier age and will be able to use this as a resource.



I feel that students need a solid foundation of math skills. They need this foundation before they can build upon and develop more complex skills. For example, they need to master simple addition skills before they are asked to multiply. Exposure to different topics in math may benefit students without memory issues, however, it may cause confusion and frustration with students that have memory issues.

Chapter 3

Children with working memory issues are likely to show difficulty with multiple step word problems. Once they have figured out the first part they may have forgotten to do the next steps. Many of our staff members have created problem-solving steps reference sheets and general math reference sheets. It would be great if we could bring them all together, share them and make some of them consistent from grade level to grade level. If we start using the same steps from the first grade on then children will be familiar with and will have over-learned the strategies and steps by the time they get up to the upper grades.

I think we in first grade do many good things that provide support for those struggling with math skills and poor working memory. My question is how do we accurately assess these students? Our current report cards says "S" is satisfactory with or without support. Does this mean we allow students with poor working memory to use visuals during common math assessments and if so, does this accurately portray how each individual is doing? Another example of this is a portion of our report card is "recognizes and counts coins". If I am allowing such students daily visuals to help them remember coins and their worth, are they allowed to use these for any assessments I report? It also goes back to what Allison said in her post about not allowing these supports during MCAS testing.

There are also parts of the Everyday Math that I think pose problems for students with poor working memory. There may be one lesson on Monday on telling time to the half hour but then not again until a week or two later. I feel that the math boxes alone do not provide enough reinforcement of the skills; especially with money and telling time. Perhaps this could be where the math specialist could come in. Having a math specialist working with a small group could really help these students.

Math...what works...

Students need to understand and use the proper vocabulary for each math unit being instructed. Without the understanding of these mathematical terms, it will be very difficult for students to progress and meet the standards. A math journal is useful for recording and storing this information. I provide a typed list of new words with their definitions for each chapter. The students keep this list in a sheet protector in their binder. They are tested on these words and incorporate them each day both orally and in writing. Math games are a brain booster in learning new concepts. These games energize motivation for learning in a healthy, competitive fashion. For example, I Have...Who Has...? Multiplication and Division is a great whole class activity. Math Noodlers is another creative, talented mathematical way for students to express themselves while problem solving.

Mastering multiplication facts is difficult for many. I have found some success in having a "math buddy." This buddy guides the student who needs additional support through each table. They use flashcards, counters, and dice to determine and master the correct products. Students are relaxed, and are learning in positive climate.

Manipulatives and real life experiences are more appealing than just utilizing the text book. Students are able to "see" the big picture and understand the process in problem solving. Acting it out. drawing a picture, and talking it through are just a few techniques in promoting understanding at higher level and critical thinking.

Chapter Three

In third grade, students learn that there are many different ways to solve multiplication and division problems. Each time a new strategy is discussed, I have seen teachers list the name of the strategy on the board or chart paper (as well as an example) so that students can refer back to it when needed. Many students have a preferred way of solving a multiplication or division problem, but if another student is sharing the strategy they used to solve the same problem, it is useful to have this list and an example to refer back to so that students listening can understand what is being discussed and have a visual to refer back to. It also helps students to continually see that there is more than one way to do math and encourages them to think about other ways to solve problems if they have finished solving a problem in their preferred manner.

Chapter 3 & 4

It seems that for students who consistently struggle to learn math facts, the rest of what they need to do and learn in math is likely impacted significantly if they are not supported in the right ways. This might not necessarily be because they do not understand more complex concepts or are not able to problem solve, but it might be because they can't get past the first step - often retrieving a math fact - of solving a problem. As others have commented, the use of math reference sheets, number lines, and tables are key in helping these students momentarily get past the facts and into the problem solving. It's just too bad we have those silly MCAS tests that don't allow kids to have these tools unless they have disabilities (and low working memory alone isn't a disability)...very frustrating!

Math

In 4th grade Gerri and I both use word problem notebooks. These notebooks have word problem strategies posted in the front of the notebook for students to use as a reference, along with the steps that they should take to solve the word problem. The students will use these notebooks all year to do their problem solving in. It allows students to see many different ways to solve word problems. It also reminds them of work they have done in the past and allows them to see the steps they took to solve it. As we know many students will revert to drawing a picture to solve a word problem but with this notebook students realize they have many options to help them solve a word problem. Students often look back in their notebooks and feel pride in their growth and hard work. In September students may only use a few words to describe their work, but by January and February they are writing many sentences to explain their thinking.

Chapter 3-4

For students in the upper grades trying to learn higher-level math skills, I use math facts reference sheets. This way they are concentrating on the steps/procedure they have to follow to do long division, versus concentrating on counting out their facts. There is one reference sheet for each math operation and the facts are listed in order and horizontally for each number family. Once the child completes each sheet(and it's checked), it can be laminated and used as a quick reference. This way, the child has done the work.
I also feel it's important to go over assigned calculation problems with the students. They become more invested in their work if they know someone will actually be looking at it. It allows the teacher to readily see where any errors occur. I also have them mark their own papers, making fractions out of # of problems & # correct - with a total tally at the end of the week. They don't always like to mark themselves incorrect, but they are certainly aware of how they are doing and seem motivated to improve.
Gail

Chapter 3-4

Chapter 3- Math

I feel Everyday Math in first grade has many great components to offer to students. It has hands on materials/manipulatives and many great visuals. It offers repeated practice of concepts through "Math Boxes" and "Home Links". It also provides fun, interactive games and lessons that are teacher & kid friendly. I feel the spiral curriculum works for most children.

However I do think that for those children who lack strong number sense, concept of numbers or who show signs of low working memory the Everyday Math program is not the best choice for them. Many concepts within the program are too difficult, and they are just not ready to learn them. I feel as teachers we need to be mindful of this and look at alternative approaches to teaching certain Math concepts to struggling students so they can be successful in Math too.

Math

What are we doing in Math that we should continue?



I feel that the Everyday Mathematics in grade one should continue. The spiral curriculum allows all students to review previously taught concepts on a daily basis, as well as providing a preview of upcoming topics which engage and challenge the students.



What should we change?

There should be full day Kindergarten across the district. This allows all students regardless of background to have access to a structured academic learning environment in order to set the strong foundation for future learning.

Kindergarten should focus on strong number sense and concept of number.

We should make a commitment to low class sizes especially K-3. This lower student to teacher ratio would ensure that all students had a clear,solid foundation in the area of mathematics on which all all other learning depends.

Time should be taken by adminstrators in each building at Open House stating the DISTRICT'S expectation for all learners and parents/guardians especially in the areas of mathematics and english/language arts.

Time should be taken by administrators in each building on the first day of school sharing the expectations for all learners and parents/guardians with all students.

We should increase expectation of student memorization of facts so as to build fluency and automaticity as we do with basic sight word knowledge in reading.

Library Time - especially the extra Monday class should be used for students to be working on computer drills in mathematics at their own level so that their fluency, automaticity, and knowledge increases.

Classroom teachers' grade levels should not routinely be changed just for change's sake. It takes time for teachers to become familiar with the standards at that grade level, the pacing of the curriculum, and MCAS. In order to be able to deliver high quality math instruction, teachers need to have mastered the above which will ensure their ability to provide explicit instruction. Teachers should be able to have many ways of delivering instruction using clear models and extensive feedback.

Professional Development should be provided by a person who is fluent in Math Education. This provides teachers with instruction on HOW to teacher various learners a given standard using various strategies, manipulatives, technologies, and resources.

Benchmark assessments should be developed at each grade level based on the frameworks which show a steady progression from grade to grade.

CHAPTER THREE

Chapter Three

It is clear from Chapter Three that working memory is linked to learning.   The authors state that measures of working memory capacity are excellent predictors of children’s academic attainments, especially in Math.

Let’s devote this chapter’s discussion to Math.   What are we doing that we should continue to do?  What should we change?  What can we do to support low working memory in math class?  Can we make the way we teach math more consistent from teacher to teacher and grade level to grade level?  If we were to support all children’s needs in Math class, what would such a program look like?

You are free to discuss any or all of the questions posed, or even pose one of your own.

Chapter 2

I use touch math to help students with number sense. Each number has "touch Points" that the children use so that they have a visual.
When working with money--- a nickel has one touch point, a dime has 2 and a quarter has 5. The children draw the touch points on their paper and count by 5's. Gradually the visual representation is taken away.

Chapter 2

In 2nd grade we ask students to memorize vocabulary words with our weekly whole class reading selections. To help children with weak verbal short term memory we can teach children use their s tronger visuo-spatial short term memory by teaching hand gestures to go with their vocabulary words. This is an example of one of this week's words, its meaning and its gesture.

Word conservation- Meaning protection of Earth's natural resources, plants and animals- gesture-cup hands as if holding earth

The children are introduced to the vocabulary words and their gestures on the first day and we use the gestures everytime we use the words from the story.

Chapter Two Response

When teaching students to multiply and commit their multipication facts to memory, it is very useful to introduce several visual strategies. One strategy is to have students draw or create arrays for the multiplication facts they are working on. Another strategy is to have students use known facts to solve unknown facts. For example, if a student is having trouble remember 6X8, have the student think of a fact he/she already knows. Most students are familiar with their 5's tables early on, so they may say that they know 5X8=40 and 1X8=8 and then add 40+8 to get 48. Having students draw these arrays and coloring an array for 5X8 in one color and an array for 1X8 right beneath or above it (skip no lines on graph paper) can be a great visual to show that the overall array is 6X8=48. Repeated use of this technique (as well as many others) can help students commit their multiplication facts to memory.

Chapter 2 ?

The visual model that I recently used in Math class seemed quite helpful for many to understand the meaning of division, in a picture. The top area has a large center bubble with an amount written in it such as $100.00 and then you draw lines coming out of it- below it would be the number of bubbles you are dividing that money into or by- such as 5 bubbles and then they can see that if you take the $100. and spilt it or divide it by all 5 people/bubbles, each would get $20.00. This seems so simplistic but we often forget that is exactly what many students need to see.

Chapter 2 ?

Students have difficulty remembering vocabulary words. We have them use index cards. The word is written on the unlined side. The definition is written at the top of the lined side. The student creates their own sentence to show the meaning of the word on one side below the definition, then draws an illustration of their sentence. Having them draw their own illustration helps them to "own" that vocabulary word. In math 4th graders are working on long division & struggle to remember the steps for the process. We use the mnemonic device D -M-S-Ch-B (does McDonalds sell cheese burgers). This is still too much for some students to remember, so I pair the initials w/ the corresponding math signs (+, -, x...) When they see the picture of the sign, they remember what to do next.

Chapter 2

This month in math class we are studying measurement. The amount of vocabulary and information to memorize is staggering for a 9 & 10 year old. Most students do well with the pace at which we revisit and learn new material. However, there are many students who are not developmentally ready to memorize the entire customary conversion table. I use two multiple intelligence strategies to solve this problem. The first is through storytelling and the second is through a hands-on manipulation of the units of measurement.

1.) I created a poster that tells the story of "The Land Of Gallon". The Land of Gallon has Four Queens, each Queen has a Prince and a Princess, each Prince and Princess has two Children each. Students love this story. i see them using it all the time.

2.) Students create "Gallon-Bot Man". Capacity is often a tricky concept for kids to remember. Gallon-Bot Man is a fun way for lids to remember how many cups are in a pint, how many pints are in a quart,etc... We use him as a study guide that is pieced together in sections to learn customary conversion of capacity. Big hit with fifth graders. Also, I tie in a writing assignment as well. They must create a character and story to go along with their figure. It helps to personalize the information and make it easier to remember important information.