Our math series, like many, jumps around. Our pacing chart follows suit for the most part. So just when I think my students may have grasped a concept, and we move to something else.....and I go back to review......yep, we are back to where we started. Hopefully no more!
Some of my students have been struggling with using the number line.
You know when you add 3+6 and they get 8?
That's generally because they start counting at the number 3, jump 5 more spots,
and that's the answer they give you.
Today, we took the number line and made it concrete for my little learners.
I enlarged numbers, and slid them into sheet protectors (so much quicker than cutting and laminating).
We arranged the numbers in order (great review of counting and using before/after).
I wrote an addition problem down on my little
dirty white board.
I had the students try to figure it out using their number lines.
I wrote down their responses (tallied them).
We talked about why it couldn't be 7 as 7 is just 1 more than 6.
They agreed that the number 7 could be erased.
Then we jumped the number line.
I had the students walk up to the number line and tell me how to solve the problem.
For the example problem above:
Student: I start at 4 and jump forward 6 places.
I caught him in between jumps both times.
We did this through several problems-
always having students try the problem first, then checking it by jumping it.
It was sticking--it was working.
Then I did one.
I did 5+5 and landed on 9.
They told me I was wrong.
They told me I didn't jump before I started counting.
So then we went back to our paper number lines---no jumping by us--but jumping by our animals.
I wrote several math problems on the board.
I asked them to solve it.
We went around the table.
I documented their answers, just like I did before.
They realized they were all telling me the same number.
Yep! Yep! Proud teacher here!
They were engaged, they were actively participating--
wish me luck tomorrow! I'm checking them on this again! :)