# Moore Math Messages

## Elementary Math October 2023

## Spotlight On Strategies

### Estimation Station

One of the hardest mathematical skills for children to learn is rounding and estimation. One way to help teach is to use an estimation station. It helps students learn about counting, number relationships, magnitude, estimation, and measurement.

**Method: ** Provide a clear plastic jar with a number of things in it and change these daily. Filling a big jar with really small things will give children the experience of what large numbers look like.

**The Activity:**

Students can spend a little time each day examining the jar. Children guess how many things are in the jar, then count to find out. Older children can record their guesses on post-it notes and then put these in order to discuss which estimates were closest.

**Encourage Mathematical Reasoning: **

What do you notice?

How many can you see?

How do these ____________ compare with last week's _______?

How many do you think there are? Why do you think that?

Will it be more or less than 20? A lot more/less? Or a little more/less?

Will it be between 15 and 20? A little or a lot more than this? Or less than this?

How many can you see? How many do you think are hidden?

Was your guess more or less than the actual count?

Was your guess very close/way out? Why do you think that was?

Can you put the estimates in order ?

Were most people close or far out?

**Development and Variation:**

- Use natural objects (like pebbles, shells, pine cones and conkers) or small toys, coins, buttons, keys or cotton wool balls.
- Choose the size of objects to provide the number range you want children to work with.
- Vary the scale of container and objects.
- Use assorted items which come in different sizes, such as shells or conkers, which will be harder to estimate but will provoke discussion.
- Two children can record everyone's guesses on a clipboard, and then count the items in the jar.
- Children can record their estimate by putting a peg on a number 'washing line'.
- Set up a Filling Station: fill several identical containers (e.g. matchboxes, yoghurt pots, fish bowls) with different kinds of items or fill different containers (e.g. one tall and narrow, one short and wide) with the same things.
- Weighing with balances: guess how many objects it will take to balance the teddy bear. What about two teddy bears?

## MPS Professional Development - Number Sense Routines

### Number Sense Routines

We have had a lot of fun learning about Number Sense Routines so far this year, and have had a lot of positive feedback about using this in class. If you haven't been able to join in, you can jump into the fun this quarter. Hope to see you there!

**What are Number Sense Routines? **

Simple, repeatable, easy-to-implement activities that allow students multiple opportunities to practice number sense concepts such as number lines, ordering, comparing, representing, and rounding (to name a few). These routines can be implemented in short periods of time to help give that practice that students need.

**When and where? **

Each quarter, there will be two options to make it workable for you. One option is to meet in person for one hour. During this hour will be learning 4 number sense routines that you can use in your classroom. The other option will be two 30-minute zoom sessions in which we will learn 2 number routines in each. You pick what works for you.

## Manipulative of the Month

### Manipulative of the Month: Square Tiles

### Square Tiles

These 1-inch squares of plastic or foam are a gold mine for teaching math.

Making patterns

- Simple or more complete patterns (ABA, ABBA, ABCABC, etc.) (PK & K)

Counting

- One-to-One correspondence (PK &K)

Sorting

- Sort by color (PK & K)

Building shapes

- Build squares and rectangles with different dimensions. (K)

Make bar graphs (PK -3)

- Creating from collected data
- Making predictions

Modeling Addition (K -2)

- Demonstrating different ways to make 5, 10, 20, etc.

Multiplication (3-5)

- Area Model
- Equal Groups of
- Demonstrating different ways to get the same product
- Demonstrating divisibility rules

Division (3-5)

- Model equal groups of
- Teaching about interpreting remainders

Area

- Find area by counting (3)
- Prove that rectangles with different dimensions can have the same area. (4)

Perimeter

- Find perimeter by counting (3)
- Prove that rectangles with different dimensions can have the same perimeter. (5)

Growth Patterns

- First block contains a pattern of 3, second contains a pattern of 5, building on with the growing pattern (4)

Measuring length

- Measure length with non-standard units (1st)

Modeling Fractions

- Parts of a Set (2-5)

Ratio and Proportion (6)

- For every 2 blue there are 3 red. Show equivalent proportions.

Data

- Use as a tool to represent mean "leveling out method" (5)
- Modeling combinations and permutations (6)

## Managing the Manipulatives

### Procedures

Using manipulatives to teach math is imperative, but the management of using them can be problematic if you don't set procedures and expectations early and enforce expectations consistently.

Below are some tips to set procedures for using manipulatives in your math lessons.

1. Give them time to explore and play with them BEFORE you teach.

- Let it be part of indoor recess or a play station.
- For older grades, when you get manipulatives out for a lesson, set a time for 1-2 minutes and just let the kids build and play. Let them get it out of their system!

2. Establish WHERE they will use these.Some examples may include:

- When we use these pattern blocks, we keep them on the rug.
- When we use these square tiles, we keep them on the desk.

3. Teach that these are TOOLS to help with learning.

- After the play time, set firm expectations about using the tools to learn. To quote Sarah Shelton, "These are tools, not toys." Have the students repeat that sentence once learning time has started.

4. Have a procedure in place for what you would like students to do when NOT using the tools on their desk. Some examples are below.

- Hands in lap, tools on desk.
- Move tools to the top right corner of desk when not in use.

5. Have a procedure for clean up and PRACTICE clean up. See examples below.

- These pattern blocks go in this tub.
- These tiles go in this box on your table.

6. If sharing tools at a table give each student at that table a job.

- Two student put tools in tubs/bins.
- One student checks on and around all chairs for any pieces.
- One student checks the floor under the table.

5. Have set consequences for students that do not follow the procedures.

- You will have students that test your boundaries. You must stand firm and have appropriate consequences in place.
- To quote Pam Plumley, "You'll have to be a watcher, not a doer today until you can follow our class procedures.

See some articles below about managing manipulatives.

## New Math Testing Item Specifications

### Updates OSTP Item Specifications

Find your grade level and bookmark this essential tool for your planning. If you teach 3rd - 6th math, these are a must-have. These documents tell you the types of questions, formats, and limitations for testing. These are an essential when you are building your own assessment to make sure your assessments will align with your state standards.

Take a look, bookmark, print, and USE these in your lesson planning and assessment creation.

## New Math Standards

### New Math Standards

As we are having site visits, we will be reviewing some of the changes for each grade level.

We have created some resources for you to help you see the changes. Below are links to the Crosswalk - the comparison of old and new standards of the same grade level and Vertical Alignment - the progression of topics across grade levels.

## PD in your PJs

### Online PD

Take a look at the webinars that are available online. Have fun with PD anytime, anywhere. You may not be able to join the live session, but register anyway. You will be sent a recording that you can watch later.

## Teacher Shout Outs

### Multiplication Madness!

## Practicing Facts for Fluency

#### Array Capture

Here’s how the game is played:

The first player rolls two dice. Those numbers are the dimensions of their array. (For example, if a player rolls a 4 and a 5, they will build an array measuring 4 by 5.)

The first player colors in their array with their color (player 2 will have a different color). Then, they write their multiplication sentence in the middle of their shaded array (For example, 4 x 5 = 20) On the first roll, players must place their array in the starting square. However, all future arrays only need to be touching an existing array on one side.

Player two rolls next and continues in the same fashion, but from their corner. If a player cannot create an array because there is no space left, they lose a turn.

The player to capture the most squares wins!

#### Combine Art and Math

This is a creative way to teach math facts. Start by drawing the center of a flower and write any number from 1 to 9 in the middle. Next, draw 12 petals around the center, labeling them 1 through 12. Last, draw another 12 petals and write the sum or product of the center number and the petal adjacent to the new petal.

This can work with addition or multiplication.

#### Have a Ball Learning Math Facts!

Beach balls are so much fun in the classroom! Scribble numbers all over one with a Sharpie, then toss it to a student. Wherever their thumbs land, they add (or subtract or multiply) those two numbers together before tossing the ball to the next student.

This can work with addition, subtraction, or multiplication.

## Station Ideas - Math Fact Fluency Practice

#### 101 and Out!

#### Back-to-Back

#### Four IN a Row Subtraction

Player 1 chooses 2 numbers from the number track and places a transparent counter on each. Player one completes the math students and marks an X on the difference on the game board.

Player 2 repeats.

The player with 4 in a row wins!

## Learning for Littles - Station Ideas

#### Counting Plates

Switch your ‘sorting center’ to a ‘counting center’ by simply adding paper plates with numbers!

Students will use the objects from your sorting bin to count items to match the numeral on the plate.

#### Number Bump

#### Roll and Add

Students roll two (or more) dice and add them together. Use dice with numbers instead of pips to kick this center up a notch or to differentiate. Another way to add another layer to the center is to have them write the equation and sum.

Add manipulatives for younger learners or to differentiate.

## Math Through Children's Literature: Halloween

#### The Crayons' Book of Numbers (PK - 1)

Little Goblins Ten by Pamela Jane is a sing-along. Count along with werewolves, goblins, witches, and other Halloween monsters from 1 to 10. The rhythm and rhyme makes this a good choice for a circle time read-aloud.

#### 2 x 2 = Boo! (3rd - 4th)

*2 x 2 = Boo* is a cute Halloween-themed multiplication concept book that works any time of the year. In short chapters that each focuses on one number (from 0-5), vampires, witches, skeletons and other creepy crawlies pose and answer ghoulish questions that not only teach multiplication facts but also visually illustrate the equation being covered.

#### It's was a Halloween Night... A Scary Math Story - with Tangrams! (2nd - 4th)

Angry about being given a tangram puzzle instead of candy, trick-or-treater, Greedy Pete smashes it and finds it pursuing him as it rearranges itself into various animals.

## Math and Music

## Podcast of the Month

### Kids Math Talk

Children are listening and learning from everything we say. The goal of the Kids Math Talk Podcast is to give parents and educators practical tips and insights that will deepen mathematical understanding while also encouraging the conversation about math to remain active and positive.

## Resources

## Monthly Math Messages Drawing

### Winner! Winner!

Chad Wilson with Broadmoore Elementary is our winner this month!

### Thank You

Thank you for taking the time to read Math Messages this month. Please register for the monthly drawing for some goodies!