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Flipping the I Do, You Do, We Do Approach

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Mike Flynn offers a quick explanation on how we can switch from the I do, you do, we do approach to teaching mathematics to a more student-centered approach.

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Math.2.NBT.B.5

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Download Common Core State Standards (PDF 1.2 MB)

A number string is a series of mathematical expressions organized in a way that encourages students to build on their thinking as the string progresses.

School Details

Shields (Richard A.) Elementary School
910 Shields Avenue
Lewes DE 19958

Data Provided By:

Teachers

Math / Kindergarten 1 2 3 4 5 / Teacher

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Math.2.NBT.B.5 Common core State Standards Math: Math 2: Grade 2 NBT: Number & Operations in Base Ten B: Use place value understanding and properties of operations to add and subtract 5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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https://bstockus.wordpress.com/numberless-word-problems/

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My last reason why I think we should be putting an emphasis on place value first, is because when they get to those more difficult problems that require regrouping, it actually makes that type of problem much easier. What I'm talking about is when we get to a subtraction problem like this (We could also do the same thing with addition).

Regrouping when it comes to subtraction is the most difficult thing to get kids to wrap their brains around. So, I wanted to go with the most difficult type of problem that kiddos are gonna encounter. When they get to this type of problem, the standard way that we teach it is to have them cross all of these out and replace it with what the regroupings are.

But when they see it like this, they're still, again, seeing 15-7, 13-8, and 1-0. They have no concept of what they just did. What they see is a 1, a 13, and a 15. Was that even correct? They don't know, right? Especially, when you get to subtraction across zeros, it becomes super difficult.

But, instead, if we take that same problem and we expand it out using their understanding of place value, that problem really means you have 200, you have 40, and five, 245. And you have to take away 80 and 7 out of that. There are different ways kids might set this up...this is not the only way to solve it.

Let's take a look at what that might look like if kids are trying to do that traditional algorithm using this place value understanding.

What ends up happening is they see what's actually going on with those numbers. It's not just a 1, a 13, and a 15. It's 15, it's 130, and it's 100.

So, one of the biggest pieces we want kids to understand when they are doing this regrouping, that's why we call it regrouping and not borrowing now, is that you've really just taken that 245 and regrouped it. It is all still there. It's just grouped differently. It now has 100, 130, and 15. That still makes 245. It's just grouped differently. That is way different than what kids get with the traditional algorithm. It's a totally different understanding.

So, Even as they move into adding and subtracting with decimals, this same idea holds true.

We want kids to be able to understand the value of those digits. The only way they're gonna do that is if we focus on building their place value first, before moving into the operations. When they go to regroup, you should see that you still have 2 and.45. It's just going to be regrouped in a different way.

I hope that this has helped you understand a little bit more as to why we need to build kid's place value understanding instead of trying to teach them strategies. If we build their place value understanding, the strategies come from it and then all we have to do is just help them find a way to model that thinking that's happening in their brains. So, I hope that this helped you build your math mind so you can go out there and build the math minds of your students.

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My last reason why I think we should be putting an emphasis on place value first, is because when they get to those more difficult problems that require regrouping, it actually makes that type of problem much easier. What I'm talking about is when we get to a subtraction problem like this (We could also do the same thing with addition).

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Basic Facts Anchor Charts

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9 Plus Game

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Uncover

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Four Sums in a Row

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Bring evidence of:
~Number Talks
~Talk Moves

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Update & Discussion

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October

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What Is Closure?

Closure is the activity that ends a lesson and creates a lasting impression, a phenomenon that Colorado State University professor Rod Lucero calls the recency effect.

Teachers use closure to:

Check for understanding and inform subsequent instruction

Emphasize key information

Tie up loose ends

Correct misunderstandings

Students find closure helpful for:

Summarizing, reviewing, and demonstrating their understanding of major points

Consolidating and internalizing key information

Linking lesson ideas to a conceptual framework and/or previously-learned knowledge

Transferring ideas to new situations

Like contracting your bicep at the top of a dumbbell curl, closure squeezes an extra oomph into a lesson. See my favorite closure strategies below!

Creative Closure Activities
1. Snowstorm
Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.
2. High-Five Hustle
Ask students to stand up, raise their hands and high-five a peer -- their short-term hustle buddy. When there are no hands left, ask a question for them to discuss. Solicit answers. Then play " Do the Hustle" as a signal for them to raise their hands and high-five a different partner for the next question. (Source: Gretchen Bridgers)
3. Parent Hotline
Give students an interesting question about the lesson without further discussion. Email their guardians the answer so that the topic can be discussed over dinner.
4. Two-Dollar Summary
Kids write a two-dollar (or more) summary of the lesson. Each word is worth ten cents. For extra scaffolding, ask students to include specific words in their statement. (Source (PDF): Ann Lewis and Aleta Thompson)
5. Paper Slide
On paper, small groups sketch and write what they learned. Then team representatives line up and, one and a time, slide their work under a video camera while quickly summarizing what was learned. The camera doesn't stop recording until each representative has completed his or her summary.
6. DJ Summary
Learners write what they learned in the form of a favorite song. Offer extra praise if they sing.
7. Gallery Walk
On chart paper, small groups of students write and draw what they learned. After the completed works are attached to the classroom walls, others students affix Stickies to the posters to extend on the ideas, add questions, or offer praise.
8. Sequence It
Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.
9. Low-Stakes Quizzes
Give a short quiz using technologies like Socrative, BubbleSheet, GoSoapBox, or Google Forms. Alternatively, have students write down three quiz questions (to ask at the beginning of the next class).

Have kids sketch a book cover. The title is the class topic. The author is the student. A short celebrity endorsement or blurb should summarize and articulate the lesson's benefits.
11. Question Stems
Have students write questions about the lesson on cards, using question stems framed around Bloom's Taxonomy. Have students exchange cards and answer the question they have acquired.

Kids answer the following prompts:

What takeaways from the lesson will be important to know three years from now?

Why?

13. Dramatize It
Have students dramatize a real-life application of a skill.
14. Beat the Clock
Ask a question. Give students ten seconds to confer with peers before you call on a random student to answer. Repeat.
15. Find a First-Grade Student
Have kids orally describe a concept, procedure, or skill in terms so simple that a child in first grade would get it.
16. Review It
Direct kids to raise their hands if they can answer your questions. Classmates agree (thumbs up) or disagree (thumbs down) with the response.
17. CliffsNotes, Jr.
Have kids create a cheat sheet of information that would be useful for a quiz on the day's topic. (Source (PDF): Ann Sipe, " 40 Ways to Leave a Lesson")
18. Students I Learned From the Most
Kids write notes to peers describing what they learned from them during class discussions.
19. Elevator Pitch
Ask students to summarize the main idea in under 60 seconds to another student acting as a well-known personality who works in your discipline. After summarizing, students should identify why the famous person might find the idea significant.
20. Simile Me
Have students complete the following sentence: "The [concept, skill, word] is like _______ because _______."
21. Exit Ticket Folder
Ask students to write their name, what they learned, and any lingering questions on a blank card or "ticket." Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either "Got It," "More Practice, Please," or "I Need Some Help!" -- whichever label best represents their relationship to the day's content. (Source: Erika Savage)
22. Out-the-Door Activity
After writing down the learning outcome, ask students to take a card, circle one of the following options, and return the card to you before they leave:

Stop (I'm totally confused.)

Go (I'm ready to move on.)

Proceed with caution (I could use some clarification on . . .)

Download the PDF cards for this exercise. (Source: Eduscapes)

These 22 strategies can be effectively altered or blended. And they are great opportunities to correct, clarify, and celebrate.

Do you use a closure activity that's not on this list? Please share it in the comments.

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22 Powerful Closure Activities | Edutopia

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Too many university supervisors and administrators criticize the absence of lesson closure, the activity that ends a lesson and creates a lasting impression. Like contracting your bicep at the top of a dumbbell curl, closure squeezes an extra oomph into a lesson. Find 22 closure strategies in this article by Todd Finley.

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YouTube Video
Questions:
What do you notice about the numbers? Which one is closer to 10? How do you know? How can it become a ten?

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The student applies mathematical process standards to understand to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.

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solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value; including algorithms

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recall basic facts to add and subtract within 20 with automaticity

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add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

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generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

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Overview

Exit Tickets: Checking for Understanding

Exit tickets are a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. This tool can be used daily or weekly, depending on the unit being taught. A good exit ticket can tell whether students have a superficial or in-depth understanding of the material. Teachers can then use this data for adapting instruction to meet students' needs the very next day.

How It's Done

Teachers typically use exit tickets to assess what students have understood from the day's lesson. Exit tickets are not a test, but a way to understand students' comprehension of a particular topic. With this information, teachers can adjust instruction and plan how to best meet student needs by modifying and differentiating instruction. Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom.

Designing An Exit Ticket

Teachers design their own exit tickets. A good exit ticket is linked to the objective of the lesson, focusing on one particular skill or concept that students should have understood that day. Exit tickets can pose questions that are multiple choice, short answer, or even a couple of sentences in response to a question. Three to five questions make for a good exit ticket, and students should be able to complete the whole thing in just a few minutes at the end of a class period.

Exit tickets are only as good as how they are designed. It may take a little practice to get your questions precise enough for students to give you the information you need. General questions ("Do you understand?", "Yes or no?", etc.) don't really give the information that will help you work with your students. Exit tickets with questions that assess understanding, apply the concept, or demonstrate the concept work best.

Technology offers an easy way to work with exit tickets, using Poll Everywhere or Google Forms. Students can easily use their tablet, smart phone, or computer to fill out exit tickets, and these apps can immediately compile the information for teachers. The first time you organize your class roster into these apps will require a bit of set-up, but once completed, you'll have an easy recourse to manage your data. Paper and pencil are a great option, too. This requires more teacher effort to compile responses, but still gives you the benefit of knowing where you students stand in relation to the material.

Spend some time designing an exit ticket the day before you teach. Upload the form and set it up in Google Drive for students to access, or print out the copies if it's pencil and paper.

How Often and When?

Some teachers use exit tickets daily, while others use them only once or twice a week, depending on the unit. Exit tickets are given at the end of a class period, and should only take a few minutes for students to complete. Remember to set up an exit ticket by letting students know it's not graded and not a test or a quiz, just a reflection of what they understood that day.

Compiling Data

After students submit their exit tickets, a teacher will have to compile and "read" the data results. If you've used a Google form, the information can be uploaded to Google Drive to automatically create an Excel spreadsheet. If you've used pencil and paper, it will take a few minutes to organize and compile your data in a way that gives you an overall picture of your classroom.

Using Data to Differentiate Instruction

Exit ticket results help teachers differentiate instruction:

How did the group of students do overall?

How many kids really understand the purpose of what you're doing in class and can move forward with it?

For those who can't, how will you change your lesson plans that night so that you can meet your students' needs the next day?

Exit tickets allow you to use your data to identify student strengths and weaknesses, and then plan for the next day's instruction. Perhaps one group will get more direct instruction around the basic concept, while another group will work independently. Perhaps only one or two students need some additional help, and you'll plan accordingly. The key to differentiation is that you have high expectations for all students and a clear objective. If you know what you want students to master, differentiation allows you to use different strategies to help all the students get there.

Other Uses for Exit Tickets

Exit tickets could also be used to preview what students know about topics that the class hasn't even discussed yet. It can give a teacher some information about where to start his or her lesson on a new topic the next day.

Sometimes teachers also use entrance tickets, which are given at the beginning of a class period. You start off with two questions assessing what students know from the previous day's lesson. And right away, you understand from these questions how you need to start today's lesson. Entrance tickets help you answer this question: "What do I need to do differently right now in order to meet the needs of my kids?"

Resources

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Gaining Understanding on What Your Students Know | Edutopia

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Exit tickets are a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. This tool can be used daily or weekly, depending on the unit being taught. A good exit ticket can tell whether students have a superficial or in-depth understanding of the material.

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Weeks 1-7 and 1-8

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Topic: Two-Digit Addition/Subtraction Week 1.7 Monday 10/2 Tuesday 10/3 Wednesday 10/4 Thursday 10/5 Friday 10/6 Day 30 Calendar/Geometry: How many bdays do we have so far? Today's date is____. Counting Tape: How many groups of 10 do we have so far? How many stickies in all? How many...

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