Math+Chat+-+First+Grade

 __Welcome to our On-line Reflection Meeting! To add text, simply click on "Edit this Page" and start typing. Please be sure to sign your name or initials to your comments. The goal of this is for you to place comments that will help us teach the math program more effectively. Typical comments might be: "We need two days on Lesson 2-3 instead of 1" or "I would like for this topic to be placed at a different time in the year" or "I didn't really get what they were trying to get the kids to do on page 45." Also, it would be awesome if you could share any additional instructionally sound activities, games, etc. that you used.__ 

__Thoughts, Suggestions, Concerns, Notes__ ** Have all of you registered with Pearson Success Net? ** JB Yes. PB I think so, I'll have to check on that. jw Thought: The math lessons contain too much paperwork. I have heard others remark how we use reading curriculum as a guide, but are unable to do every single activity listed-yet the campus experiences success. The students lose attention way before the papers run out in math. Isn't it more important that the students understand the objective rather than finish a stack of papers?PB (You did say this was a safe place-right??:) Also...Do we allow the students to correct Topic Tests and raise their grade? If so, which would we record on the spreadsheet?PB Going to really soon...EL Yes.KSR I think so, will check. KL ** Seemed fine. PB Was fine, but lots of paper to manage. EL QC 1-2 Lesson taught with 5 frame, then QC done with 8 in a row and 9 being 7 and 2 more. KSR QC 1-3 #3 parameters of problem solving very tight. Should we us the ELL:Model thinking aloud to give them a place to start? KSR We discussed doing HW 1-5 #7 & HW 1-6 #4 together and giving a participation grade.KSR The children seem to enjoy the BB, Game and most center activities. Center 1-3 was difficult for children to do w/o extensive teacher direction & redirection---made it difficult to tutor. Center 1-6 was about the same difficulty for the children to understand what they were expected to do. KSR ( Next year may be a little easier after K experience.) KSR Overloaded with papers, but maybe it felt that way because it was the first week of school. KL Topic 1 had some problems. Quick Check 1-2: lesson taught with 5 frame plus some underneath. Question 1 & 2 not presented in same format. Question 1 was okay, but question 2 was terrible. Quick Check 1-3 the 4 point rubric question - everyone bombed! It is a high order thinking question, but the wording and thought process is way to difficult for 1st graders just back from summer. The reads: Pat has 10 or more. Pat & Darlene have 12 altogether. Draw a picture and tell how many each of them have. The other Quick Checks were okay. Some of the homework questions we are taking grades on are a little confusing, but can we use our discretion as a team to not include these items in the grades? Thanks for your time. Kathy **__enVision Topic 2:Comparing and Ordering Numbers - 6 day__** I wondering if 2-3 should have come first and then 2-2 because 2-2 was least, between, greatest then we went to ordering numbers on the numberline 2-3 then back to least, between, greatest 2-4. It seemed that 2-3 seemed to be just stuck in there.What do you think?jw Some Quick Checks seem to question differently than presented in lesson. Then it is difficult to base next day interventions on the quick check when it may have been missed because of question wording. Students enjoy working with manipulatives and problem of the day. PB I agree with jw that the number line lesson helped students to better understand 2-2 and might flow better if was before 2-3. EL #3 on the Quick Checks seem to get them every time and not always because they don't understand the concept but b/c of the wording...EL There was a lot of vocabulary for them to grasp. We did okay with less than, greater than & between. When we added before and after, it took a little longer for them to process the information. With the amount of information, sometimes they are picking numbers from other problems. KSR QC 2-2 There seems a lot of information to process- Should we use the ELL prompt? KSR Lesson 2-3 Voc. Words: before and after--Is this addressed later? If so, could we eliminate some confusion and do it then? KSR QC 2-3 #3 Having them write clues for their own mystery number. They weren't very successful with accurate clues.--Use ELL suggestion? KSR Lesson 2-4 Way to much new information! Word problem concept semi-grasped, but it took way too much time. Most of it required 1-on-1 to locate names to answer questions. (Especially working around Then and Next) KSR Maybe flipping lesson 2-2 & 2-3 wouldn't be a bad idea.KSR I agree that the number line lesson should have come before greater and least. The word problems blew their minds. It was way to much hunting for information for them. The part where they had to look for the person who had the greatest and write their name was too much. I was getting Then for an answer because they were having a hard time finding the name, even though they knew the concept. KL __enVision Topic 3: Understanding Addition--- 8 days__ ** I like how this topic is going so far. jw Seems like topic 3 is going better and we are having some ah ha moments. My students are having an easier time moving through the interactive learning piece. Practice page 3-1 student was asked to draw tiles when the entire lesson they had been using and drawing round counters? Why suddenly change the vocabulary? EL Good readers can do well dissecting story problems to find information needed (names/numbers) to create a number sentence. They enjoy the colored pages.PB Lesson 3-6 : Changing order of addends-my class could have spent another day on this concept. PB Topic 3 is going much better for me. I feel like we are mostly being successful with this topic. KL Changing addends, ugh! The concept seemed so easy, but it was very hard for my class in the form it was presented in the interactive learning piece (guided/independent). If they had been given more information, like filling in missing numbers, rather than all it would have helped.EL 3-7 lesson: How do we get to etools counters? The disk will not load and I can't find on website---PB ** __enVision Topic 4: Understanding Subtraction -- 9 days__ **
 * __enVision Topic 1: Numbers to Twelve - 7 days__

__**BENCHMARK 1 COMMENTS:**__

__**Topic 5:**__

__**Topic 6:**__ Wow, what a day of review did for my kids. We spent a good bit of time working on making a ten and then we focused on making a double and adding one more. I went off the other test questions that we didn't use and we worked through them. Then played the games that went with topic 6. This was a great day of learning and our topic scores reflected that. I'm very pleased at what they were able to do and remember from yesterday's review. Thanks for incorporating that into our plan. I also graded this as 16. Never new what we were doing. I counted the one where they put it in the blank and drew it as 1 because we reviewed it and I stressed the importance of doing both. All but one remembered. Some still missed it, but atleast wrote and drew in the missing part. Yea! I agree that we need to hold them accountable to what we have taught and they have learned. I have taught those older grades and it is vital that they learn now. Makes it easier and if we really look at the test and focus on the end in mind then we know what to stress as we teach the topics. SM __**Topic 7:**__

__**Topic 8:**__