So what’s the big deal with 92%? A lot when it comes to having 3 weeks off and the likelihood that none of my students practiced their multiplication facts.
Monday was our first day back after winter break. As we do every day, we practiced our math facts using the Fast & Curious Eduprotocol. I had an anticipated drop from our usual 96% – 98%. I predicted, to myself, it would drop to around 89%. I wasn’t too concerned as I knew that they could easily get it back up to our normal within a week.
Well, to my surprise, my class scored 92%. Seriously, I was happily surprised that they really didn’t lose as much as I had feared. YES! The continuous rep practice has worked. The facts are sticking.
I was so giddy, I needed to write this quick post to celebrate the success my class is finding. I was sold before, but now I’m a believer for life!
I have been on a creative streak lately. I LOVE #EduProtocols by Marlena Hebern and Jon Corippo. I LOVE #MathReps which were inspired by Jon Corippo’s 8 p*ARTS of Speech (read the full story). As a result, I have been working on Math EduProtocols. My latest one, that is ready to share with the world and receive feedback, is Tic Tac Toe Math.
This is a sample I created for my class. My intent was to review some basic math concepts while having fun. The rules are simple:
Each player writes their name and chooses either X or O.
- Player 1 chooses a square to complete. BOTH Player 1 and Player 2 independently work out the problem in the chosen square. If Player 1 is correct, Player 1 gets the square and circles their symbol (X or O)
- IF Player 1 is incorrect, Player 2 has a chance to ‘steal’ the square. Player 2 MUST complete the problem correctly AND explain where Player 1 was incorrect.
- Player 2 chooses a square, even if they stole Player 1’s square. BOTH players must work independently to solve the problem. If Player 2 is correct, Player 2 gets the square. If Player 2 is incorrect, Player 1 has a chance to ‘steal’ the square. Player 1 MUST complete the problem correctly AND explain where Player 2 was incorrect.
- This continues until someone wins or all squares have been completed.
I tested it out on my students. They liked it and had some good feedback. Some wanted ALL algorithms. Some wanted harder problems. This was a fair statement as I purposefully chose easier problems. I wanted to hook them before going all in. Two students worked on the middle square together and decided that they both claimed it; that worked for me. Overall, it was something that they all enjoyed.
The set up of the problems was purposeful. The four corners are meant to be easier problems (DOK 1). This allows all students success. Those that are between the four corners are meant to be a bit harder. Finally, the center square is to be the hardest. A challenge problem. A player can still win without choosing the challenge problem. I did like the modification my students came up with for that middle square. It takes the pressure off one particular player and allows for collaboration, problem-solving, and communication between players in a friendly manner.
I have created a template with directions and the above sample. Feel free to copy and create your own. I would love to hear how you are using it and how your students feel about it. What modifications have you made? Please share!
Several years ago I created #MathReps (EduProtocols for math) for my classroom. The original idea was based on Jon Corippo‘s 8 p*ARTS of Speech. When I first designed it I was excited and blogged about it. Since then, the idea, and resources have grown. And being who I am, I constantly doubt myself and my creations. I constantly question whether I’m doing good or harm.
Yesterday, some of my doubts were cast aside and my creation was validated. Recently, I was talking to another 5th-grade teacher at my site. We were talking about some tasks that we have students do. She follows the curriculum to a T; I, however, do not. This is in NO way a slight towards her (she’s new and is doing as she is instructed). She shared that she pulled out a concept the students hadn’t seen in a few months (our curriculum doesn’t spiral. I have much more to say about it, but won’t do it here.). It was adding/subtracting with decimals. I thought THAT was a great idea, so I did the same. She reported her students having difficulty remembering to line up the decimals doing the task. As I gave my students a similar task, I observed that they instinctively lined up the decimals. I found this not only interesting but satisfying. My students had been exposed daily to almost 5 months of this concept on various #MathReps. Needless to say, I was elated and felt somewhat justified in doing what I do.
After completing the task I had a frank discussion with my class. I asked, even though I already knew the answer if they had any trouble adding the decimals. I asked about lining up the decimals. They all looked at me like I was crazy. Of course, they knew to line up the decimals….duh! I then shared WHY! I also shared that a class that doesn’t use #MathReps had trouble remembering that important piece of information. And that it was because we practiced these concepts DAILY that they had no trouble with that part. (They had trouble with the task but weren’t confused about how to perform the actual skill of adding decimals.) Because of the culture of our class, they focused on the fact that #MathReps actually do help them and not on the class that had trouble. It was so awesome to bring to light to them, and me, that this protocol really works. One student even remarked that while they may not like doing them it does help them to learn.
Just like with anything, if we don’t use newly acquired knowledge we lose it. In addition, John Hattie puts repetition at a 0.73 on the Hattie Check Scale. I would caution that there are different types of repetition and we need to make sure that our reps are meaningful.
I did share this with the other teacher. I assured her it was no slight on her, and she understood, rather it was a slight on the adopted curriculum.
I am so over our math program! It’s soooooo boring! And if I’m bored, the kids are too. So today we did ‘Cootie Catcher Math’ aka ‘Fortune Teller Math’. This was not completely my idea. The original paper came from Scholastic. I liked it, copied it, and added to it. So simple, so fun, so NOT boring!
I copied the Cootie Catcher from a book by Scholastic. This was interesting because my students aren’t really into them at the moment so neither of us knew how to fold them properly. After a brief refresher, we were on our way! This was a very simplistic one. We needed to practice subtracting fractions. This one had like denominators so it was perfect for the first go-around.
The students worked in pairs. They had 2 tasks to complete for each round. Round one had them answering a subtraction problem while round two had them answering a more difficult word problem. But, because I know how 5th-graders work, there had to be some accountability attached otherwise it would be a free for all.
Students were tasked with solving all problems on their whiteboards. Then they were to take a photo and insert it into a slideshow that I shared with them via Google Classroom. Essentially, the students had a 2 slides presentation to complete. Problem 1 and challenge went on one slide show while problem 2 and the attached challenge went on slide two.
It was a success! All students completed the task successfully. I plan to do it again! I’m feeling better and better about math as I stretch what can be done outside a textbook. Last week we did an Iron Chef, Math Style.
I hate monotony. I hate doing boring work. I hate workbooks. However, sometimes the simple fact is that kids need to do some of that boring work to get the process down. We have been working on multiplying decimals for a week now. They are getting it, but need more practice. If I suggested doing more work from their math books, I might have had a mutiny on my hands. So I tricked them!
I made copies of some of their math book pages. They were given partners and one problem to solve. In the end, they were to record their process. This was a great exercise for everyone. A few groups used physical manipulatives to show their thoughts while others chose to use the algorithm. I think my favorite was this group who tried to subtract before multiplying. During their group work, I was able to sit with them and help guide them after listening to their reasoning
I don’t use manipulatives enough in math. Over the past few years, I have used fewer manipulatives than ever before. I take partial responsibility for this. I should have incorporated more into my lessons. However, other factors contributed to this: my district not providing any manipulatives, adopting a half curriculum (half because the state doesn’t recognize it) that makes no mention of using any, and the pressure to keep moving along the curriculum/pacing guide. Well, this year I am making a conscious effort to do better.
No more excuses. Last week my class explored decimals and multiples of ten. I didn’t think they were really understanding that they moved the numbers a column (base-10 number chart) because we have a base-10 number system. They could do it, but were they understanding the why? The answer was, no. So, I broke out the base-10 manipulatives (rods, flats, etc.) to illustrate this. THEY worked as a group (table groups) to prove that 0.26 x 10 = 2.6. Yeah, that lesson was a total failure! Each group created 10 groups of 0.26, but when they combined them they grabbed everything; including the unused manipulatives.
I did not want to give up the opportunity for them to make a connection. I regrouped after the failed lesson and reflected on what went wrong – management on my part. The next day we tried it again with greater success. Once they had their 10 groups of 0.14 I had them clean up the extra pieces (duh). They still weren’t completely making the connection, therefore, several conversations were had. Several finally saw the connection.
I’m not saying that this lesson hit it out of the park, obviously, it didn’t. I do need to make sure the students are getting more and more exposure to the manipulatives. With practice, we will all get better.
For as much as I write about my successes, I need to also write about my failures. This is a lesson that I am still thinking about nearly a week later. How can I make it better next time? Where did I go wrong? Any and all suggestions welcome.
Yes, you heard me correctly; I am a lazy teacher. Or so that’s how I feel. Being a 5th-grade self-inclusion teacher is hard. Now, I have nothing to compare this to, so I’m not saying that my job is harder than anyone else’s. I’m just saying that my job is hard. And I get lazy. I’m really hoping I’m not the only one.
So what do I mean by lazy? Well, there are days – more when it’s closer to a break – that I pull out the curriculum and do what’s next in the TE. I barely modify it, if at all. See, lazy. I hate this, but sometimes I’m tired and it takes a lot of energy to come up with engaging lessons for all areas of the day. I love Hyperdocs, Hypermaps, Breakouts, Ditch the Textbook philosophy, and all things engaging. But sometimes being an island in your own school/district is hard.
I want to BE the Rockstar my students think I am!
So, this is why I am vowing to come back from break with more gusto, enthusiasm, and most importantly, engaging lessons for the students. They deserve it! I’m finally going to start that 50 states lesson I thought up last summer, we are going to read The Mouse & the Motorcycle by Beverly Clearly and the unit will include Flipgrid discussions. Science Camp is also scheduled for later in the week. And Math. I just received my copy of Jo Boaler’s new book: Mindset Mathematics Grade 5. It’s the perfect time to revisit certain concepts that they are struggling with.
No more lazy teacher! My students deserve better. I am capable of better. I will do better!