Re Staff Development with Basic Facts

You have been sent (via email) a link to an article in the Washington Post about teaching algebra.  What is your opinion of the argument presented in this article?  Please justify your response (tell why you believe what you believe) and give concrete examples where possible.  This is a timely topic;  algebra is receiving widespread attention as a 'must have' in every curriculum K-8).  We should know what the issues are.  This is just one.

Please consider this the original post (your thoughts should be posted as comments).  

Cheers!

Maggie

Number Knowledge Test

Per request at the coaches' meetings, here's the website for this assessment of a child's developmental level for math understanding:
http://clarku.edu/numberworlds/nw_TestInfo.htm

After reaching the Number Worlds website, click the button marked "Assessment." You will need to download each of the four components listed. (It is free!)

This test was designed especially for K and first grade. I've also used this with struggling second-graders. It is an individually-given normed test that takes about 10-15 minutes. The score is given in the form of a chronological-age equivalence.

As schools are headed toward more data-driven decision-making, we often ignore the developmental differences in students at the younger ages. Here is a way to include that information into the equation.

Make Your Own Bingo Cards

At the coaches meeting this week, I mentioned this great Bingo site, and was asked to post the address, so here it is.
http://www.educationalpress.org/#PickWorksheetType
You can type in the items for the card, select the number of cards you want, and the program automatically scrambles the spaces so every card is different. The cards can be 3x3 (9 items) or 5x5 (24 items and 1 free space). I always make 5x5 and enter 24 items, so that each card will have all the items.
Some hints when you go to the site:
Under Game Boards, choose Bingo boards
Options: enter # of boards you want, choose 5x5, choose font and size (I usually use "school" for correctly made numbers)
Delete the "top 10 words" and enter your 24 items in list form.
Unclick "center space free", this puts the free space in a different place on each card.
I make the "calling cards" separately, or cut up one of the Bingo cards if being used with a small group.
I usually print these on my home printer which can take card stock. You can also print them on regular paper, then run those through the school copy machine, which usually can take card stock.
If you have trouble with this, you can email me at debra_butterworth@cape.k12.me.us or use the blog.

using colors with 10 frames to help students with addition strategies

I've had some good results in teaching addition strategies to my special needs students using colors with 10 frames. I use one color of counters on the top 10 frame (and outline the frame that color) and use a different color of counters on the bottom 10 frame (also outlining that frame with that color). When I try to teach my students to add two numbers by first making a 10, I cue them to tell me how many of the top color there will be (to make the 10) and then how many of the bottom color. Once they identify how many of the bottom color, they can quickly tell the total. So for example, if I want them to figure out 8 and 4 more, I show them the 8 blue counters on the top frame and then have them try to visualize how many more blue counters they need to make the 10 and then how many yellow counters they will have to make 4 in total. Using the colors really helps them to visualize this process and helps us to communicate about it. I also glued the 10 frames on a magnetic board and I glued magnets on the counters so I can place the frames vertically in front of the students as a demonstration.

decimals

Happy New Year! I am working with one 4th grader in particular who is having difficulty grasping the concept of decimals -tenths and hundredths specifically. We have used the base ten blocks where a flat is one, a long= 0.1, and a cube = 0.01. This alone has caused confusion because they used to represent something else! One of the biggest challenges is getting him to realize that the ones place when looking at a decimal is the same ones place when reading whole numbers. We have discussed decimals in terms of food, rainfall, measuring to give them a real life connection. At times, he seems to be getting it but then falls back on subsequent days. we have also related tenths to more common fractions such as fourths and halves. Furthermore, he has difficulty writing the decimal correctly. He often puts the decimal in the wrong place. Any ideas as to what prerequisite skills I may be overlooking or any other suggestions?
Thanks,
Karen

Does anyone have any suggestions for working with students with memory issues?

I am using the K Investigations curriculum along with a variety of other activities.  Over 1/3 of the group are ELLs.   Most of the students are really getting the concepts.  I have one student, however, who is an English speaking student and  a first grader (from another class) that has issues with memory.  Two days a week this student works 1:1 with an Ed Tech during math.  This student is receiving Special Ed services and I am following his IEP but don't feel I am being effective.  We follow a routine using the calendar, taking attendance, counting jar, .... But each day this seems like it is new information for him.  Some days he can count objects 1:1 to 20 and other days he misses one or several numbers along the way or recounts the same objects multiple times.  Patterns are challenging for him too. He can follow an AB pattern I have made but cannot start his own.   One day he can tell me a square is a square and name several attributes and the next day he will call the square a triangle and be happy with his answer.   I have visual aids around the room but they don't seem to work.  Any suggestions????