This is funny that you asked this question, because today I used the structuring strategy of the double decker bus with a group of 5th graders. They all have problems with structuring numbers, but this was a good activity that we used to find combinations of numbers to 9. They noticed patterns and could debate on whether or not we found all of the combinations.
I feel like our curriculum has a lot of good activities and lessons on partitions and patterns. I don't think it masters both partitions and patterns. I think a routine based in AVMR helps students see the structure of numbers. We not only need the math curriculum, but we need other supports like AVMR and daily routines based in number like Ms. Smith had to help students master partitions and patterns.
I chose not to read Tamera's comment before leaving mine. It is interesting that we saw the same thing. I agree partitions and patterns are well taught using our curriculum (as I have been able to work with the primary grades this year). Those AVMR supports are critical to mastery though.
There were actually many activities I would like to try. Using “Simon Says” with finger patterns would be a game students could play rather than just putting up the finger patterns. Putting structuring into a context or situation was also helpful. I liked the way she had the students see the ten frame as a double-decker bus. The students would figure out the different way a certain number of people could sit. Another ten-frame situation involved seeing the dots as pumpkins in a crate (or anything in a crate). Giving real-world application makes understanding stronger and allows for better problem solving. I noticed there were many teaching strategies used in the article that we are now using.
The key word is “mastering.” I do believe that Investigations does a great job introducing these concepts using not only ten-frames, but other visuals as well. In kindergarten, 1st and 2nd grade students are helped to truly build a concept of how to structure numbers; starting with 5, then 10, 20 and 100+. The problem is that time isn’t allowed to master these concepts before moving on. Obviously there is not much in the 3rd-5th grade curriculum as it is meant to be mastered before those grades. Fortunately AVMR (and MRIS) has allowed us to make sure these concepts are mastered as students move through all of the grades.
This is funny that you asked this question, because today I used the structuring strategy of the double decker bus with a group of 5th graders. They all have problems with structuring numbers, but this was a good activity that we used to find combinations of numbers to 9. They noticed patterns and could debate on whether or not we found all of the combinations.
ReplyDeleteI feel like our curriculum has a lot of good activities and lessons on partitions and patterns. I don't think it masters both partitions and patterns. I think a routine based in AVMR helps students see the structure of numbers. We not only need the math curriculum, but we need other supports like AVMR and daily routines based in number like Ms. Smith had to help students master partitions and patterns.
I chose not to read Tamera's comment before leaving mine. It is interesting that we saw the same thing. I agree partitions and patterns are well taught using our curriculum (as I have been able to work with the primary grades this year). Those AVMR supports are critical to mastery though.
DeleteThere were actually many activities I would like to try. Using “Simon Says” with finger patterns would be a game students could play rather than just putting up the finger patterns. Putting structuring into a context or situation was also helpful. I liked the way she had the students see the ten frame as a double-decker bus. The students would figure out the different way a certain number of people could sit. Another ten-frame situation involved seeing the dots as pumpkins in a crate (or anything in a crate). Giving real-world application makes understanding stronger and allows for better problem solving. I noticed there were many teaching strategies used in the article that we are now using.
ReplyDeleteThe key word is “mastering.” I do believe that Investigations does a great job introducing these concepts using not only ten-frames, but other visuals as well. In kindergarten, 1st and 2nd grade students are helped to truly build a concept of how to structure numbers; starting with 5, then 10, 20 and 100+. The problem is that time isn’t allowed to master these concepts before moving on. Obviously there is not much in the 3rd-5th grade curriculum as it is meant to be mastered before those grades. Fortunately AVMR (and MRIS) has allowed us to make sure these concepts are mastered as students move through all of the grades.