A Regrouping FREEBIE and…Digging Deep and Common Core
about our kinesthetic math.
missing the point.
the holy grail or anything even remotely close. I wouldn’t even say it is an answer to any kind of problem we had in education.
It, like most standardized things, has plenty of failings. And, I am the first to agree that the
formal assessments currently used leave a lot to be desired.
done all along. But let’s face it – it wasn’t. Not in a lot of classrooms.
parents and colleagues is two-fold:
student) does their job in each grade level, the concepts recap, reinforce and
welcome). Maintaining this “common” structure is essential to cohesive learning.
It makes absolute sense.
upon the prior year’s teacher doing their job. We all know how difficult it can
be when a colleague just refuses, declines, and or neglects to do what’s expected.
“Sparkling Smarts” isn’t going to be ALL it would be if we were teaching in
Utopia. But I feel it is a solid plan. On this point, I think most agree. And, honestly, many of us felt things worked that way LONG before “Common Core” was penned.
learned “procedure over reasoning”. In other words, we were taught HOW to do
something, but not why we do it. If the task is simple – that really isn’t a big deal. BUT, if the concept is difficult – this isn’t so great. I hated math in school and never understood why I had to do each step. I was never taught the reason – just the procedure.
Can you imagine if “they” were still
pushing whole word ONLY reading instruction? (For you youngsters – yep that was
a “thing”. No phonics. No rules.
Memorizing words only. It was not a good thing.)
my kids on some words we had previously practiced quite extensively and hoped
they had mastered.
them to spell was TAKE.
the word TACK.
stage where they were able to apply the silent E rule on a spontaneous basis.
WHY the word they had written said tack and
not take most were all able to tell
me there was “nothing there to tell the a to say its name” after taking a second look. So, I knew those kiddos were close to
mastery. They had the reasoning… just a few more opportunities to apply this
concept and it will be imbedded in their schema.
For the others, more instruction on the WHY was needed. Just telling them “Take has a silent e at the end.” would never have been enough to truly cement the knowledge of when to apply the silent e phonic rule. So digging deep into the phonic rule and the *job* of silent e was a big part of guided reading for these kiddos.
anyone who argues this type of teaching. No one is making nasty graphics
calling phonetic rules the “NEW READING”.
What the Debbie Downers and Negative Nancys are
missing is that the “new math” isn’t NEW – it’s an enforcement of deeper understanding that has been side stepped in many classrooms. It also isn’t what students are expected to do on a
daily, living my life, paying my taxes, and balancing my
checkbook ATM card
basis. It is what is necessary to explain, support and define the absolutely
a new (to them) math technique/strategy, they need to understand EXACTLY what they were doing with that
technique and be able to EXPLAIN it. The tens and ones must be understood THOROUGHLY. It’s not enough to
simply teach the procedure – first you need to explain WHY.
regrouping for a long time in class (steps 1 & 2 in the pic above). Then I taught them the technique. They
made a chart.
|Click HERE to download a copy of this poster.|
We added some kinesthetic to
it so our WHOLE body could learn how to do this new technique.
understanding of how this works with addition, it was an easy transition to
subtraction with regrouping and delving deep was easier and quicker.
grade math, but the bottom line is universal: The more time we spend on
teaching the WHY will lend itself to thorough understanding and kids who
“think” rather than robots completing tasks without true understanding. Even if you are not on friendly terms with common core or teach in a school that doesn’t use common core – it is important to align yourself with deep thought, learning and teaching. Oh and feel free to call it Sparkling Smarts! ;P
reteach the WHY concept a lot each day during our regrouping math introduction, because after a night of homework with their
parents, the kiddos were confused. Their parents are not clear why we are doing
the extra steps and keep trying to teach their kids a “shortcut” or the most efficient way even though their child didn’t have a complete understanding of what could be done with tens and ones. To combat that problem, I’ve decided that a common core night for parents will be part of my yearly routine.
I’ll have more to say on
that later. 🙂
I’m curious to hear about your common core/”new” math love and hates – leave me a comment.
OH! And ….