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!
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.
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.
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. 🙂
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!!