First Grade Math Warm-Ups: Week of March 9-13, 2015

Sorry, I’m a few days (ok, weeks!) late with these warm-ups.  Spring Break happened and I had forgotten to snap pictures of them before I left for my vacation.  Oops.  But alas, they were still there when I got back today, and so here they are for you.  And man, are they worth the wait. Hee hee. 🙂

Monday

This week was the last week before the end of our quarter, and so we were wrapping up our work with addition and subtraction.  There were a couple of things that I wanted to highlight with our problems–the connections between adding and subtracting strategies, and using mental math for quick facts up to 20.  This one again helped lead them to see how what they know about addition can help them with efficient subtraction. More about all of those strategies listed there later…

CAM01767Tuesday

Yeah, somehow I didn’t get that “y” on the end of strategy in the picture (I promise I wrote it there correctly!)…again, more on that practice we did later…it involves some pretty great explanation videos.  Worth the wait (but isn’t everything I write on this blog?! Kidding, just kidding!).

CAM01761Wednesday

Again, with our focus on strategies, I wanted to point out that good mathematicians know when to use a strategy as well as why to use it in that situation.  This one didn’t really have a “right” answer (many strategies make sense with these numbers), but it was important for kiddos to explain their reasoning for which strategy they chose to use.

CAM01764Thursday

Wanted to get a quick temperature read on kiddos and their ability to do these facts quickly.  Most could do them quick and painlessly, using what they know about other problems to help (like tens and doubles), which is exactly what I was looking for!

CAM01765Friday

This last warm-up before the end of our quarter (and what I considered a well-deserved break for everyone!) gave a sneak peek to next quarter’s work with graphs, charts and measurement.  Needless to say, since it was a preview, not many kiddos knew what to say to this one…

CAM01766You know, seeing all of these charts reminds me of the suggestion I got from a reader once about using Padlet to do this electronically.  Does anybody have any personal experience they can share?  I’d love to hear about how it’s working (or I guess not working would be helpful, too!) for you.  Appreciate the help and advice, friends! 🙂

First Grade Math Warm-Ups: Week of March 2-6, 2015

This week there are 4 warm-ups; we had a special parent visit on Friday morning and so didn’t get to one that day.  We’re still working on addition/subtraction and using efficient strategies.

Monday

The hope with the numbers in this problem was that kiddos would recognize the most efficient strategy was to use compensation (and so make the easier problem of 30+61 that they could answer in their heads), but any strategy was fine as long as they could pick one and explain it.

CAM01699Tuesday

The other day, we discussed all the strategies we know how to use and tried them on the same problem.  We also talked about what we could call them so that everyone knows what we’re talking about (this was in response to a question I asked last week with our warm-ups).  So I decided that we’d try a specific strategy on a series of problems this week (but it should be noted that, as with the last problem, compensation is the BEST strategy for the numbers as you can create 81+20 and quickly answer using mental math).

CAM01701Wednesday

Besides talking about how to accurately use the strategy, we had a discussion about the difference between how you solve the problem (the strategy) and how you SHOW how you solved it (the model–in this case an open number line).

CAM01702Thursday

The thinking behind this problem is helping kiddos connect strategies they know for ADDITION with SUBTRACTION.  Many first graders need to be explicitly shown that what works for one works for the other.  Practicing using these known strategies can help stretch some past the draw-all-then-mark-off or counting backwards strategies.

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These warm-ups got kiddos’ brains really moving this week!  Hope they work well for yours, too! Please leave a note and tell us about how you’re using them in your classroom, or how you’re sharing them with others. 🙂

First Grade Math Warm-Ups: Week of February 23-28, 2015

More addition this week, friends!  We’re still working on choosing efficient strategies (which actually makes me think of a blog post I need to write about the strategies we’re focusing on!–stay tuned!), so these will look similar to warm-ups we’ve had lately.

Monday

The benchmark for subtraction this quarter is the same as last (within 20),  only we’re hoping for kiddos to have some more solid strategies for how to do that subtraction effectively and efficiently.  Using strategies they already have been using for adding (like counting on by 10s or splitting 10s and 1s) can be helpful as they work more on subtracting.  Helping kiddos see the connection between addition and subtraction is also a goal here.   CAM01673Tuesday

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Wednesday

One strategy some kiddos have been working on is compensation (in short, it’s moving numbers around to make an easier problem that can be done with very few steps or even in your head).  Even though some kiddos aren’t yet “there” as far as using it independently or correctly, it’s good for all to see/hear the possibilities for putting numbers together.

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Friday

We have been working with “bare” problems for a bit now, and I wanted to throw another story at them.  I know, this one’s easy. 🙂

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Ok, friends, as I finish up, I have a math question that my team and some others have been chewing on this week: is it important that kiddos know the names of the strategies they are using, or just that they understand how those strategies work?  And if the strategies are to be named, does it matter if all kiddos (like in a grade level, for instance) use the same names?  I’d love to hear your thoughts! 🙂

 

First Grade Math Warm-Ups: Week of 12-8 to 12-12

So excited how these are working out, and how they lead to such great conversations during our math time.  So easy to get math brains thinking early in the day and then letting it simmer all day.  By the time we come back to it at 2:00 it somehow makes even more sense.  LOVE!

Monday

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We’ve been working on doubles a lot lately, during conversations, in groups and by playing games.  The hope is that my mathematicians can then transfer that knowledge to solving problems.  This one let them give it a try.  And since you’re here, let me show you the doubles games we’ve been playing–I think we might have to make a new version of these for every season:

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