Weekly chat for excited 1st grade teachers who love to learn and share ideas. Participants are interested in a variety of topics including literacy, math, technology, play, inquiry, and being the best educators they can be!
Happy Sunday! It's time for #1stchat. I'm Val from Michigan. Excited to have guest-moderator @MathCoachCorner here to discuss how to develop flexibility with numbers!
Donna from Houston, TX here. I'm a blogger, author, and Lower School Math Coordinator at an independent school here in Houston. Excited to be moderating #1stchat tonight!
A1 - Composing, joining together. Decomposing, breaking apart. We use it during number talk a lot to decompose a number to make it easier to solve. Example: 42 x 5 ... decompose 42... 40 x 5 and 2 x 5. #1stchat
A1 it means SS are learning how to really break numbers apart and put numbers together. Decomposing means 8 is 5 & 3. Composing is 5 & 3 make 8. Learning to really break numbers up into other parts and compose them into a whole. #1stchat
A1: Composing and decomposing... putting together and taking apart. I used to be against younger kids using that language, but now I know they can and I make them accountable for it. #1stchat
A1 - Students have to understand what numbers mean. Composing & decomposing numbers is at the heart of numeracy skills. How numbers can be made and broken down. We are still working in this daily in 3rd grade. #1stchat
Q2 Here's a visual from @SteveWyborney for the next question. What skills does Splat promote? How could you use Splat in your classroom? Download them for FREE on Steve's website! #1stchat
Q2 Here's a visual from @SteveWyborney for the next question. What skills does Splat promote? How could you use Splat in your classroom? Download them for FREE on Steve's website! #1stchat
A2: I love Splat! I haven't used them with kids yet, but I will be using them soon. Splat helps students see the relationship between numbers. Also requires students to think algebraically in all grade levels. #1stchat
A2- I LOVE Splat. My coach @katrina_cade introduced it at our last Data Day. Requires students to rely on their number sense, not just on the information in front of them. #1stchat
A2 This is a great example of SS decomposing and composing numbers for a strong number sense. I could use this as a number talk, math warm-up, gallery walk & etc. At this point in 1st grade this is something they have a strong understanding of because of these strategies #1stChat
Q2 Here's a visual from @SteveWyborney for the next question. What skills does Splat promote? How could you use Splat in your classroom? Download them for FREE on Steve's website! #1stchat
A1 composing and decomposing numbers are a great indication of how flexible and fluent Ss are with numbers. If they have 8+5 are they able to see it as 8 + 2 +3. Do they recognize that the digit represents a set and can be decomposed to make a friendly number #1stchat
RT Q2 Here's a visual from @SteveWyborney for the next question. What skills does Splat promote? How could you use Splat in your classroom? Download them for FREE on Steve's website! #1stchat
Using that academic vocabulary is very important also. This is an area I am working on improving in my math instruction. Seeing huge changes and growth as a result of focusing more on using academic language. #1stchat
A3: I have 8 books at home and 2 at school. How many do I have altogether?
I have a total of 10 books. If I have 2 at home, how many do I have at school?
I have a total of 10 books, some at school and some at home. How many could I have at home and how many at school? #1stchat
A2 We love Splat! It is an amazing tool for subitizing. We use it at least 2xs per week as a warm up. My students are beginning to look for groupings rather than counting by 1s. We use AVMR as an assessment tool and I have seen great growth with my emerging students #1stchat
Q2 Here's a visual from @SteveWyborney for the next question. What skills does Splat promote? How could you use Splat in your classroom? Download them for FREE on Steve's website! #1stchat
A3 I love word problems where the unknown is in different places. Too often students want to just add numbers together without thinking about what's being asked. #1stchat
A3 "Sammy rolls two dice that make 10. One of the dice reads 6, what does the other dice read?" *picture/visual of a 6 dice pip and blank die would supplement the question. #1stchat
A3 So many options! Johnny had 2 apples, then he got some more. Now he has 10 apples. How many more apples did he get? Or-Sally had 2 cupcakes. Then she made 8 more. How many cupcakes does she have now? It's all about understanding Part-Part-Whole & What the ? is asking #1stchat
A3: There are 2 cows and 8 pigs in the barn. How many animals are in the barn? My mom made 10 cookies. My brother ate 2. How many are left? I like using a word bank for the kids to use when making word problem. #1stchat
And even I had 8 candies. I got some more. Now I have 10. How many more did I get? So many types of questions can be asked based on these models. #1stchat
A3 We have to continually ask students to write stories for the different number bond structures. If they can write them, they can solve them. #1stchat
Wait... this is not start unknown... Start unknown would be... "I had some marbles. I gave 2 to Tracey. Now she has 8. How many marble did I have before?" #1stChat
A3 I have 10 marbles. Some are red and the rest are blue. How many of each color could I have? I love problems like these with multiple answers. #1stChat
OMG I cannot get this right! No wonder it's so hard for our students!! Wait... this is not start unknown... Start unknown would be... "I had some marbles. I gave 2 to Tracey. Now I have 8. How many marbles did I have before?" #1stChat
Wait... this is not start unknown... Start unknown would be... "I had some marbles. I gave 2 to Tracey. Now she has 8. How many marble did I have before?" #1stChat
A3a The 1st image - S has 8 and gets 2 more. How many does S have now? or S has some 🍭. She is eats 2. Now she has 8. How many did she start with? 2nd image- S has some 🍪. She made 2 more. Now she has 10 🍪. How many did she start with? #1stchat
A4: 9 does not belong because it is the only number that is a multiple of 3.
16 is the only even number.
25 is the only multiple of 5.
43 is the only prime number and the only number that is not a square number.
#1stchat
So true! This is one of the centers I give students once a week: Write your own math problems based on the standard we are learning. Here is an example in 1st grade using @Seesaw to write their word problems! #1stchat
A4: I came up with 43 isn't a square number. I like this activity because there's more than 1 answer and you get to see how your students think! #1stchat
A4: I love that this activity makes the kids look at the relationships between each number so its a win whether they are accurate or not. So much to learn from he conversation that comes from this. #1stchat
A4 These are so fun & not something I have done in the classroom yet. Definitely need to add this to my list of things to integrate. 9 is a one digit number, 16 is an even number, 43 cannot be evenly divided, 25 is a divisible by 5. #1stchat
I gathered up lots of the resources I found on Twitter to share with other teachers at my school. Here is the link to the doc I made. I use it every day. https://t.co/X0Ub4K0aG2#1stchat
A5: They need to have a solid foundation in what 10 means and how the other numbers 0-9 relate to the number 10. Then an understanding that 2 digit numbers are made up of some tens and some ones. #1stchat
A5 It's important that students see lots of different representations for tens and ones. Read more about one student's misconceptions. https://t.co/4um4NhKxN9#1stchat
A5: Composing and Decomposing numbers in multiple ways. Ss decomposing 23 into 2tens and 3 ones, as well as 1ten and 13 ones AND 23 ones is critical to PV understanding. #1stchat
A5: Ss need to be able to model numbers in multiple ways. Sometimes we want to see 125 as one flat, two rods and five units, but we should challenge them to show us in as many ways possible. That helps develop the concept of regrouping. #1stchat
A5: Unitizing- understanding that ten linking cubes = 1 ten and aking the sae connection with a 1 long base ten block (even though it can't be broken apart physically). HUGE! #1stchat
A5 They need to understand ones, tens, groups of tens and how to decompose/compose tens & ones to solve problems. It is basically number sense using tens and ones.#1stchat
A5 Important for firsties to use groupable objects, like linking cubes, that can be put together and broken apart. Base ten blocks are actually quite abstract. #1stchat
A5: It's important for them to have a solid understanding of ten as a base. Sometimes it's easy to do this with blocks so they can physically see how place value works #1stchat
A5 Understanding of base 10 numeration. The value of a digit is 10 times the place to its right. The value of a digit depends on its place in the number. #1stchat
A5 I think the biggest idea/misconception is that for example, 100 is just a set of 100. Ss have to have the number sense to know that it is 10 tens; 100 ones; 9 tens and 10 ones, etc That flexibility is huge #1stchat
Firsties need concrete understanding of two-digit numbers before moving to pictures or abstract- also need strong understanding of the value of each digit #1stchat
A5 Has anyone tried https://t.co/MztV8tCZWP? Great interactive resource! All teacher created and you can add to or make your own questions tailored to what skill you are focusing on. #1stchat
A6 If you ask a student "why?" and he automatically changes his answer, you know the only time he's asked to explain his thinking is when he is wrong. Students should ALWAYS be asked "why?" #1stchat
A6: Most importantly it allows students to share strategies and hear the thinking of their classmates. Seeing and hearing how others attack a problem makes a huge difference. #1stchat
A6 @NumberTalks were transformative for my students and ME! Fascinating to hear all the strategies students have. My own flexibility with numbers improved. https://t.co/WfbG2677HN#1stchat
A6 Math talks allows for many options for answers #flexibility use academic vocabulary, explain their thinking, challenge their thinking, allows them to see other models and answers, and so much more! #1stchat
A6: Having a discussion on a math problem can show Ss there is more than 1 way to solve a problem! This allows them to gain respect for other perspectives and gives them new insight on how to go about a problem #1stchat
We often have to follow up with, "I'm not saying you're wrong. I just want to know how your thought through the problem." This happens way too much. #1stchat
This is so true! I ask my kids why all the time & their immediate response is 2 change their answer. Even in 1st grade they already think they are just supposed to give the answer but we are changing that. Why doesn't mean your wrong, it means explain-how- teach it to us #1stchat
A6: It's important that students are not afraid to share their thinking in any subject, especially math. There are so many "right" ways to come up with the same solution and by them talking it out they teach each other and us. #1stchat
Super chat tonight! Need to scoot out early. Hope you can join me next week when we talk all things Engineering in the primary classroom! #1stChat Thanks @MathCoachCorner
Q6 Students see that there is more than one way or route for solving problems. They discover things they may not have considered and they value and understand the process for getting to the answer. Incorrect answers become opportunities for learning. #1stchat
A6 Number talks give everyone a chance to think and share and learn from each other. Also to celebrate that there is more than one way to solve! #1stchat
Q6 Allows for students to reason through their answers and to see problems from various perspectives- math often times has more than one path to the answer- makes is so exciting to hear their thinking and then challenge them with questioning to think deeper #1stchat
A6 I also think conversations help students process their thinking and become more reflective learners. They often catch their own mistakes as they talk through their solution. #1stchat
A6 We use math congress. I use little cards that say “share your thinking” (that way I don’t forget which Ss had great strategies). We represent problems multiple ways. The Ss can be the best T. We also use gallery walks and provide feedback with post-its and @Seesaw#1stchat
A6: Also, I find it helpful to always tell students who may not have the "right" answers, "Thank you for sharing." It usually gets a smile out of them! #1stchat
I am loving all of the information, ideas, and resources! As a homework assignment, I needed to observe an education related chat. I'm so glad I picked this one! #1stchat
A6: Also, I find it helpful to always tell students who may not have the "right" answers, "Thank you for sharing." It usually gets a smile out of them! #1stchat
