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This is a chart that we create at the beginning of the year with the math expectations. Expectations on the carpet, in class, and with partners. This hangs in the classroom all year long.

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We also make a pact at the beginning of the year where we decide the rules for the classroom. Then once we all agree we sign it. This hangs in the classroom all year long.

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I plan to post the Expert Speaker and Expert Listener posters as well.   We will also have a discussion on giving and getting a fair turn with an emphasis on being able to repeat what the speaker has shared.  

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I plan to post the Expert Speaker and Expert Listener posters as well.   We will also have a discussion on giving and getting a fair turn with an emphasis on being able to repeat what the speaker has shared.  

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Each day, we do an addition and subtraction "frog story" on our number line. Students get the opportunity to participate and have friends tell the "frog story". Students help one another identify the story as addition or subtraction, and give the reasons why. Each child has the chance to move the frog on the number line or to tell a "frog story" word problem. 

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Each day, we do an addition and subtraction "frog story" on our number line. Students get the opportunity to participate and have friends tell the "frog story". Students help one another identify the story as addition or subtraction, and give the reasons why. Each child has the chance to move the frog on the number line or to tell a "frog story" word problem. 

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I introduce addition and subtraction as Gus the plus and Linus the minus. Everyday after introducing we go over a story problem and determine if the story problem is Gus or Linus. As a class we determine and write the equation and talk about different strategies to use to solve the story problem.

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I introduce addition and subtraction as Gus the plus and Linus the minus. Everyday after introducing we go over a story problem and determine if the story problem is Gus or Linus. As a class we determine and write the equation and talk about different strategies to use to solve the story problem.

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Each day, I put a math word problem on the board.  We read the problem together and then we talk about the math problem.  I ask the students to turn and talk with another student and discuss if it is addition or subtraction and how they know.  Then I pick one student to come to the board and solve the problem using different strategies we have learned.  While they are solving the problem they have to explain to the class what they are doing and call on other students to help them solve the math problem.

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Each day, I put a math word problem on the board.  We read the problem together and then we talk about the math problem.  I ask the students to turn and talk with another student and discuss if it is addition or subtraction and how they know.  Then I pick one student to come to the board and solve the problem using different strategies we have learned.  While they are solving the problem they have to explain to the class what they are doing and call on other students to help them solve the math problem.

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During number talks we talk about different ways to make numbers. We use our number lines to show how we can make the numbers. We talk about addition and subtraction and how we can use them to show numbers. We also do Subatizing to see if they can recognize and say the number made in a variety of ways through 10.

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During number talks we talk about different ways to make numbers. We use our number lines to show how we can make the numbers. We talk about addition and subtraction and how we can use them to show numbers. We also do Subatizing to see if they can recognize and say the number made in a variety of ways through 10.

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Each day we do number talks. In number talks we use thumbs up to allow everyone think time. We use discussion terms such as "I agree or I disagree". I question students to explain why they agree or disagree.

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We show numbers different ways and discuss how we get our answers. We show how to draw our numbers with chants and drawing them in the air. For addition and subtraction word problems we make the signs with our arms to show how we will solve. We use a lot of turn and talk with partners to explain how we got our answers.

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1. Treat others with respect
2. Participate and actively listen
3. Give others time to think
4. Share ideas and ask questions

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Our school's motto is repeated every morning and every afternoon - Be Responsible, Be Respectful, Be Ready To Learn. We use this motto throughout the day to remind students how we should treat one another in all learning situations - whether it be number talks, math workshop, writer's workshop. etc. In addition, I use hand motions for I agree, I disagree, I have have something to share, I'm thinking.

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Our school's motto is repeated every morning and every afternoon - Be Responsible, Be Respectful, Be Ready To Learn. We use this motto throughout the day to remind students how we should treat one another in all learning situations - whether it be number talks, math workshop, writer's workshop. etc. In addition, I use hand motions for I agree, I disagree, I have have something to share, I'm thinking.

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At McGarity we have the "Mustang Motto" which is "Be responsible, be respectful, and be ready to learn". Together the students came up with examples of each so that they understood what each part looks like. The poster is hanging up in the classroom and we are able to refer to it during any learning time and ask if we are following our motto.

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General Meeting Time

Eyes on the speaker

Ears are listening

Mouth is quiet

Sitting up straight

Class Talk Time

Make a connection

Stay on topic

Use vocabulary

Voices are quiet

Ears are listening

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1. Encourage others
2. Be kind
3. Be involved

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Be respectful of materials
Be a good listener and speaker
Math talk only

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Respectful of people and supplies
Be a good presenter and audience.