Learning Out Loud

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CONCEPTUAL UNDERSTANDING + PLACE VALUE:

Many issues with addition and subtraction go back to a lack of conceptual understanding.

Whether you teach 2nd, 3rd, 4th, or 5th grade: students who align numbers based on position rather than place value don’t understand the concept of the place value system yet.

How do you correct this?

1.) Return to two digit numbers and ask students to show you a number, let’s say 37.

I prefer base ten blocks at this level.

Many will count out 37 ones blocks. That’s okay!

2) Ask them if there is an easier way to group the numbers. It’s easy to make groups of ten.

3.) Introduce the tens stick. Physically have students line up ten ones alongside the tens stick before trading so they see the value is the same.

4.) Practice writing the number of tens and ones.

5.) Repeat this procedure for tens and hundreds.

For 4th and 5th grade, eventually move to place value discs instead of base ten blocks.

Need more intervention tips? Follow for

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If you have followed me for a while, you know I care more about conceptual understanding than procedural based learning.

Now I want to know: what’s your opinion?

🧠conceptual
📝procedural

The kiddos had a blast in their rotations yesterday reviewing addition, subtraction, and rounding.

I did 13 minute stations (I had roughly an hour) and needed to review some subtraction issues I noticed on a quiz we took the day before.

They loved this station where they used a flashlight to look up at the stars taped to the bottom of the desk. The stars had two and three digit numbers on them that they used to create their own addition problems.

The other stations were:
1) Mixed review pond where they rounded, added, subtracted, and drew place value drawings of the fish they caught (magnetic poles with magnetic fish).

2) Fireside BUMP with three digit subtraction.

Anytime we can make learning math different, it becomes magical.

I just shared this in my Class Dojo story for students and parents to work together at home.

I will be using these in the coming weeks in my math centers which is why I created a differentiated bundle pack. I have students that are struggling with regrouping, but I need them to be able to work independently. That's why I give them practice without regrouping in their center time, and can use the regrouping puzzles in my small group time with them.

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I just finished my fifth week of school!

I also feel that my students have taken steps to successfully use a math workshop model in our classroom learning.

Here’s how my math workshop is running in my classroom:

🚧We don’t do math workshop everyday. Currently it’s about 2-3 days of our learning each week.

🚧My math block runs about 75 minutes

🚧 I use 4 flexible groups

🚧 Our cooperative game this month is BUMP

🚧 I have anywhere from 4-7 students in each group (24 is my current class size)

🚧 Technology time focuses on math fact fluency (Reflex)

🚧 So far it’s just 4 centers: math fact fluency, teacher small group, buddy math, independent work (paper and pencil activities that involve writing, manipulatives, cutting, and glueing (from IReady, Teachers Pay Teachers, or activities I created)

Still have more questions? Send me a dm

I was so happy to start math rotations this week. We mostly did small group, independent practice, and technology.

Because it’s fun Friday, I used some time today to teacher everybody BUMP so we can add math with friends next week in rotations.

It’s so easy to differentiate with BUMP!