Reflect:
- Video Link: Part 2: Helping Kids Learn Math Facts
- Mathigon Flash Cards: Multiplication by Heart and Toy Theater Ten Frames: Which Equation Matches the Dots?
- Graham Fletcher's Post: Subitizing to Foster Multiplicative Thinking (we have these Subitizing Cards as well as the Math Flips on the Fluency Pages of our Math Sites!)
Consider the following questions:
- How do visuals and/or context help with fluency?
- What might you do differently in regards to "strategy building" this year?
- What caused you to pause and think during this video?
Respond:
After watching the videos, please post your response to one {or more} of the prompts above.
Interact:
Read your colleagues' reflections. Feel free to respond to someone by sharing a comment, insight, or interesting possibility.
I really enjoyed looking at the different visuals for math fluency. I have been using similar multiplication charts to the one shared in the first video. It can be helpful to share with students as well and allow them to find patterns. I also think the Multiplication by Heart activity and the video that used a similar visual was interesting. Having the “flash cards” be a visual representation of the math instead of just the numbers seems like it would really help instill the concepts in a deeper way. I am excited to add one of these games into my math stations with fifth graders. Many of them still struggle with multiplication, so I am looking for ways to continue to build their confidence. I like the concept of discussion > drills. I think that sometimes it can be tricky because some of my most reluctant/struggling math students, often don’t want to discuss whole group. Even when in small group or one on one explaining their thinking can be the hardest part. So finding a balance of discussing/sharing and also giving them experiences with the math, either “drill” or other more manipulative based learning, can be tricky.
ReplyDeleteI found the addition table interesting. I have a hard time understanding it just by simply looking at it, so I am intrigued on if other people (different types of learners) find it visually useful. The tip that was at the end of the video: More discussion less drills, made me stop and think about my own teaching practice. What are my math lessons made up of? Am I giving my students the opportunity to discuss? Are those discussions valuable? I think with the Illustrative math, great math discussion opportunities are present, but it does take that extra push from the teacher to really facilitate and get those conversations going.
ReplyDeleteRight now we are learning about numbers 1-10. One of our common routines is to look at a set of dots on the screen and think to ourselves, what do you see and how do you see it? At first it took my students awhile to understand what I meant by "how do you see it?" but now there answers are so amazing! I have kids saying, "well I see two dots and two dots and I know that is 4 so one more is 5." They are noticing patterns and without realizing it seeing multiple ways to get to the same number. I am really seeing the value in these math conversations and the importance of flexibility in fluency.
I LOVE listening to little ones talk about how they see the dots. It's so amazing to see how they are developing strategies (i.e. "make a ten" and "doubles" and "doubles plus one") without even realizing it.
DeleteThe helping kids learn math facts video was interesting. When I was in school, I feel like a lot of math was memorization. All I can remember is timed test on multiplication and I never made it very far. Explaining your thinking and how you came up with the solution makes so much more sense. Having a discussion around math gives students a stronger understanding. In kindergarten we talk about how we found our solution and the strategies that were used. We have been doing this in class with subitizing and the start of addition. It is great to hear what different students come up with.
ReplyDelete