# Second Grade Math Warm-Ups: Week of March 7-11, 2016

This week was a FULL one!!  It was also another great example of how these warm-ups were meant to be used.  I know…wish it was always like that.  But anyhow, they were all directly connected to what we were doing in Math Workshop, and gave kiddos a great opportunity to think about the work we’d be doing later on in the day.   It was really cool to watch how their understanding would be deeper when we debriefed later on, or when they had a chance to discuss the problem with their partner or a small group.  Also, since they are connected to our regular math work, I have lots more to say about many of them than I will do here.  But that’ll be in a later post, so be sure to stay tuned!!  Here you go!

Monday

This one is related to the work we’ve been doing with The T-Shirt Factory, and would help them with the work they’d do later on with breaking up larger numbers into smaller groups.

Tuesday

Wednesday

So we didn’t get a chance to discuss the problem all together on Tuesday, so I analyzed their answers on my own, and instead used their post-its to help me build the problem for Wednesday morning.  It was based on our work the day before in Math, as well as their answers here.

Thursday

This one was asked with the idea of stretching their thinking for later in the day about how a number can be broken apart.  Up til now, kiddos have typically just been thinking about a number in terms of hundreds/tens/ones.  I wanted to nudge them into thinking about a number in a variety of ways, using the parts to compensate and make problems easier.

These were two close-ups I needed to share.  The first was just so you could see more of their answers to this one–they almost all connected this question to the work we did on Monday, even though I wasn’t sure they would.  Nice!  The second is just a great example of grit in our classroom.  Kiddos know that they are not to write “I don’t know” on a post-it; they always have to try something.  Often we use the stem “I don’t know yet, but here’s what I”m thinking right now…”  Do you see what Ella Marie wrote there?  Love it: “I have no idea what you mean by this, but I will do what I think you mean….76 is 70 and 6.”  This is a great example of trying something she isn’t sure is right, but that she feels safe enough to take a risk.  🙂

Friday

Again, this was connected to our work all week, and I wanted a way to take a little assessment, so they turned their work into me rather than putting it on the post-its like normal.  This will help me as I group and plan for our next days….after Spring Break!!

# Culture Projects Come Together

Remember how I told you about how we started reading all sorts of versions of Little Red Riding Hood?  And then how we started researching the cultures from which each version came?  Oh, and how I only was able to tell you those parts of the story because of the changes I’ve made this year?  Ok, good, glad you’ve been here so far for this much of the story, cuz here’s the rest. 🙂

Kiddos spent many days researching the cultures of many countries and several regions of our own United States: Germany, Ghana, Spain, China, the Midwest, the West and the Southeast (Cajun culture).  They worked in groups of three to discover important facts about many culture and geography topics: language, flag, location, landforms, holidays, food, games, religion, school, art and music.  One group decided to add info about clothes, as well.  This part of the project took longer than I had expected, mainly just because there were so many topics to find out about, and 4-Squares to fill in.

After enough days of research work for kiddos to have something to put in their planners, we worked together to draft what we thought our topic sentences should sound like.  Each group worked on their own to add in specific details about each topic, but we all used a general common starter for our first sentences to add continuity.  We worked on some general ones, first, to get the idea of a paragraph (topic sentences, details and a conclusion) solidified in our heads, and then tried one from one of our countries together.

Once we had agreed upon our starting points, kiddos got busy crafting their own words into their organizers.  These would then become each page of their book.  We saved the introduction and conclusion for last.

Eventually we got to the point where we were ready to put all of these fabulous facts and wondrous words into a draft of a teaching book that we could later share with our classmates.  There were many options for how to do that, and students were allowed to choose whatever format made the most sense for them. Most students chose to use Keynote at the way to create their book, as adding in the text features we would need would be the easiest in that app.  One friend thought Notability would be best for her, and two friends decided to hand write their books.  Regardless of the how, though, we add worked toward the same goal together.

Students then spent the next few weeks (yeah, i know, this project was LONG!!) putting together the words first (you have to build the house before you can decorate it!) so taht they could then plan how they would add in text features to enhance their reader’s understanding of the topic.  For that lesson we talked a little about “app smashing”, where you take more than one app and “smash” it together with one or more others to create something even better than you can do with any one single app.  Kiddos made plans for their text features and showed me what they were thinking, many of them smashing together their camera and Notability or their camera and Keynote.  Some friends smashing Safari in there, too, and used images from the internet.

Ultimately we will share our final drafts on our blogs, or print them to create actual books for our classroom (or both!) or we could publish them as ebooks and share with other readers in our school…we haven’t decided on this yet.  The first step was to share with each other, though, and we did this the other day before we left for Spring Break.  Kiddos were able to project their book on the big screen (either by AirPlaying from their iPad or just by displaying it through my computer since they had turned it in to me through eBackpack).

While we were listening to kiddos share about their cultures, two other meaningful things happened, thanks to my friend and teammate Mrs. Appelbaum (remember her and her amazing Tower Garden adventures?).  One, kiddos had a big sheet where they were to collect information from their classmates’ books; they could write or draw anything they found interesting, a connection they made, something didn’t know, something they wanted to remember, etc.  It made it so much easier to pay attention through the 12 books we were able to share that day.

The other super smart thing that happened was that I was able to knock out much of the grading part of this project while the presentations were taking place.  This project was a big part of kiddos’ social studies, speaking and listening and writing grades.  I was able to sit with our rubrics on my lap and make notes about what I observed right in the moment.  this is really a big deal because I usually leave things like this until the last minute, and this was just such a smart, efficient suggestion.  Thanks, Shannon A.!

While my kiddos’ final drafts are WAY better than this one, here’s an idea about what they ended up looking like.  I’ll share theirs when we all come back in 4th quarter, but here’s mine (well partially finished one) about Australia:

Australian Culture Book

Please let us know what you think!  This project has definitely been a motivating and engaging one for us in Rm. 202.  Can’t wait to share the final drafts with you!!