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  Measure and estimate lengths in standard units. This week I thought I would just display some examples of measurement at the Second Grade and see what discussions we could have on these In this first example students were introduced to measurement as a follow up to their counting. Students had to to learn the relationship between the object being measured and the instrument being used to measure. To us as adults this seem very simple. Can you think of some ways this might not be so easy and why do we teach this concept with students being required to just add numbers only? Should teachers teach students to understand this relationship and why? The second example is a more complex form of measurement. Students have to learn about data collection and how information collected can be represented pictorially. To an adult this may seem quite simple but what does all this information mean? Here is one student's interpretation. What sort of background does this child have? This chi...
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Introduction to Multiplication

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  Introduction to Multiplication The question asked that cookies be arranged on 8 trays. Each tray should contain 12 cookies.  This was one representation of these cookies. This young man used a ten frame and 2 ones to represent one tray of cookie. He had 8 sets of this. Take a look at his representation He also represented his answer numerically. He is demonstrating multiplication as repeated addition. 12*8 is the same as 12+12+12+12+12+12+12+12 and the product or the sum is 96.  He also made excellent use of his knowledge of place value. This activity gave me a bit of difficulty in finding a standard to match. I thought of using the following standard because each batch of cookie could be viewed as a fraction of the whole which was not known immediately. CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent...
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  A New York State Standard: Can this benefit your child? I don't know about you but being new to New York City I have to make connections to what I already know and what is expected so that I can do a great job. Can you imagine what a child feels having migrated from another country?  So this week I thought I would attempt to explain this standard. CCSS.MATH.PRACTICE.MP1  Make sense of problems and persevere in solving them. I n order to solve a mathematical problem, highly proficient students first attempt to explain the meaning of their problems, during analysis, they consider givens, constraints, and relationships. In lieu of just jumping into solutions, they speculate about the form, meaning, and path of the solution. In order to make progress on the original problem, they examine analogous problems, then attempt to solve simpler forms or special cases of it. Progress is monitored and evaluated, and plans are changed as needed. To obtain informati...
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Comparing Numbers

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  Math Game adapted from Splash Learn entitled Comparing Numbers https://www.splashlearn.com/parent-dashboard#/weekly-goal Grade Level: Fourth Grade Matching Standard CCSS.MATH.CONTENT.4.NBT.A.2 Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. MP1 Problem Solving • (1) Make sense of problems and persevere in solving them. • (5) Model with mathematics. Reasoning & Proof • (2) Reason abstractly and quantitatively.  Material Computer, Ipad, android or smartphone with sufficient memory, access to internet, Google account Pictures of Game Description and Instruction on how to use the Game This game provides practice with number comparison. While Oldfield describes a Math game as a challenge between opponents I personally do not believe that we have to be competing with anyone for something to be considered a game. This game reinforces the concept being taught while allowing stud...
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