Cedar News: October 4-8

We are now deeper into our algebra study.  Last week we discussed two and three digit numbers.  We played a dice sum game, composing the largest, then smallest numbers.    We compared numbers using symbolic notation:  greater than <, less than  > and equal =.
We explored decomposing numbers by their place value using base-ten pieces.  

This week we will explore the number line through interactive addition and subtraction stories recorded with number sentences.   We will use the number lines and solve equations with a missing variable and operation to make both sides of the equation equal-- ALGEBRA!

Today I introduced an online skill practice program called First In Math.

A description from the program's site:   It delivers fluency in basic addition, subtraction, multiplication and division, while advancing higher-order thinking skills such as mental math, problem solving, pattern sensing, reasoning and number sense.
The program employs a sequential approach to learning; students start on "easier" material and work through more challenging content. Every module includes positive feedback to boost confidence—students experience the satisfaction of knowing they are gaining speed and accuracy and are becoming ‘good in math’!
For more information:    http://www.firstinmath.com/visitor/visitor-parentwelcome.asp

We will spend time in our computer lab twice this week.  We will take a basic fact assessment and then begin on the first skill set of games.

I will be sending copies of student's user ID cards home in case students want to play at home too.  During goal setting later this month, we will discuss using First in Math for "Work at Home" support.


 

Last Week in the Cedar Classroom..

  Last week we started a new mathematics unit focused on algebraic thinking.  Although algebra has been considered a subject for upper grades, the work we are doing now builds a solid foundation for later years.  Research shows that introducing very young students to algebraic ideas sets the stage for later success!

  We began with a discussion about the number zero.  The students shared their ideas about zero and raised questions they have about zero.  Tonight, your child will ask you what you know about zero.  After you share an idea or two, ask them what they know or wonder about zero.  Tomorrow, the students will share the ideas from their families, and we will add any new information to our class charts, “ Our Ideas About Zero” and “What We Wonder About Zero.”

   Over the next few weeks, our math work will focus on the important role of zero in our base ten number system as well as some of the special properties of zero.  For example, they will learn that any number plus zero is equal to that number (0+n=n) and n+0=N), known formally as the Identity Property of Addition.

   We will also compare numbers and use number lines for addition and subtraction problems.  The students will solve problems with an “unknown” and use the notation for equations and inequalities.  Computational strategies will also be introduced.

    Be sure to ask your child what we are doing in class and please come into our classroom to read our charts and check the “What We Learned” chart for additional updates.

February 22-25....the SHAPE of things to come...

We began our study of geometry with a story and exploration of the tangram puzzle. Last week, we learned about 3-dimensional shapes and their faces, edges and corners (vertices). We explored tessellation during a students-vs-teacher game (I won...and I never win against the Cedars :). This week, we will explore fractions (1/2, 1/6, 1/3 and equivalency and addition of) and the idea of "area" in a whole group game. We will continue to look at the relationships between shapes and properties of 2 and 3 dimensional shapes.

Later in the week, we will use geoboards to explore the properties of triangles.

This week, the Cedars will review the territory covered over the last week-- standard notation for addition and subtraction, creating class addition and subtraction charts to build fluency of facts and the strategies of counting on and counting backwards. We will begin the week learning and playing a game that will provide practice with many of the combinations for a target number. Make The Sum is a game that can be played with a standard deck of cards to practice any set of facts (addition, subtraction or even multiplication). Watch for "Work at Home" this Thursday which includes the directions for this game.

This week the Cedars will be excitedly welcoming back "Work Places." These are independent "centers" that allow students opportunity to practice the skill and concepts learned whole group. The choice-element is motivational. Mid-week, students will begin a set of Work Places designed to reinforce the strategies of counting on, counting backwards, subtraction as comparision of sets and fact families for addition and subtraction. Work Places also provide opportunity for assessment.

Work at Home from last week is requested back on Tuesday. I will look at it and respond, then hand it back. Homework goes out again on Thursday, the 21st. This should come back on Monday, the 25th.

Listen to this: January 23rd is Measure Your Feet Day. What is this? Well, it's a day to measure your feet. At this point, we stop and ask ourselves...why? We pondered this question for a while. Then, we decided it was best not to even speculate.

Celebrate today by measuring your feet. Both of them. Measure the length. Then, measure the width. Then measure each family member's feet. Record the data (biggest to smallest or smallest to biggest) and have your Cedar bring it back in to class on the 25th (that is next Monday). We will combine and examine.

Greetings Mathematicians and Family!

Happy 2nd week of January!

This week, we dive deeply into our study of addition and subtraction. We will continue to review how to express addition and subtraction in numbers and symbols, as well as learn and apply a variety of strategies.

Class constructed addition and subtraction charts provide opportunity to reflect on patterns and see relationships between operations and fact families.

We will begin our week assessing fluency of addition and subtraction facts. Several game-like lessons will help students practice addition and subtraction strategies, record data on a graph and use experimental data to predict probability.

Watch for WORK AT HOME envelopes on Thursday, January 14th. This Home Connection reinforces work in class and it is fun! Please return on Tuesday, January 19th. (No school Monday:)

Why didn't I think of this sooner....

I am so excited to introduce the Cedars’ Corner: a blog to let you know what your mathematician is studying in class, work-at –home assignments and due dates and additional ways to support a love of math at home.

Our blog will be updated weekly with information about assignments and snapshots of our class time together. Come for the pictures and stay for the information!

WORK AT HOME: Watch for a bright orange, large envelope titled, “Mathematician ___________________’s Work at Home.” This will contain home connections (additional practice or extensions of class content), unfinished class work and/or important correspondence sent home. All work sent in this envelope should come back to class by the included “return by” date (on the top of the assignment).

I realize and support the fact that each family views and values homework differently and has schedules that accommodate various formats of “homework.”

The Home Connections give families opportunity to see and share in the math that their child is doing in class. And because the work sent home often includes games, it is an opportunity to play together.

Sometimes a student just needs additional time to complete an assignment. I will make every effort to provide that time during class. We are only together 4 days a week so work occasionally must be completed at home. If this happens, I will be sure to let you know by email too that class work is coming home.

Welcome!

This Week…..

We will begin a new unit about adding and subtracting. This unit helps students understand how the basic operations work and reviews standard notation. It also helps children discover which of the basic addition and subtraction facts they already know and how they can build on them. Strategies for solving facts are developed, from counting on and counting backwards to using known facts to solve the unknown.

There will be repetition and practice for students for whom very little about addition and subtraction is easy and there will be probability challenges for students who already know most of their facts and strategies (counting on, counting backwards, 10’s and run-away 1’s, doubles, neighbors, halves, and add 9’s).