In case you’ve missed it, we’re a *little* excited about our Math Mights show that launched last week! Two new shows from every grade level (K-3) per week – it’s incredible!
Don’t let the cute, colorful cartoon characters fool you! There is a lot of careful thought and planning that goes into the development of each show! We purposefully incorporate the 8 Mathematical Practices, and each show is tied to specific standards that you’re teaching in your classroom (maybe even this week!). We also partnered with Illustrative Math, one of my favorite resources, and were able to use a beta version of their program, which is coming out in July. Many of the aspects of their program complement and support what we do at SIS4Teachers.
Check out all the details and supporting resources at mathmights.org.
Additionally, we want to help you understand the pedagogy behind the shows so you can better incorporate them into what you’re teaching. Just like with our students, we want you to understand the WHY behind the HOW of each episode. So, each week, we’ll bring you into our planning process a little bit, help you learn what each show is about, what strategies we use and why, and even what manipulatives we choose and why.
Basically, these are your teacher notes so you can get the most out of the Math Mights Shows!
For the month of January, the number/numeracy talks are the key! We hope you use them to really provide an opportunity for engagement for your students! USE THEM IN YOUR CLASSROOM! Show the video, let the teacher on the screen do your numeracy talk that day, and just pause it where you want your students to stop and talk, then resume – it’s that easy regardless of your teaching format!
“I Can” statement: I can subtract with a number line.
Extension Activity: Springling practice pages
This is my show! I start with actual number talks reviewing the idea of being able to mentally add a two digit and a single digit number, using our friend D.C. I want kids to try this mental strategy! Pause it and see if your kids can come up with the ways of solving that we did! What’s important here is getting kids to talk about their mental strategies and show that, while we might have the same strategy, you might have a different way of going about it.
I will tell you I struggled in the idea of the way Illustrative Math uses a number line with actual numbers. As you know, I’m much more of an open number line person, but after some consideration, I decided to use the numbers on the number line at the beginning of the show as kids might be just becoming familiar with the idea of number lines. I wanted to have the numbers on the number line to get the idea of spacing between numbers, how to count up and count back and how to hop in friendly numbers and what our friendly numbers are.
In the second show, we stress the idea of the distance between two numbers. We take a string and show kids that subtraction really is not “take away,” but we’re looking at the distance between the two numbers to figure out what that difference is. Here, we use the open number line instead of the numbered number line because kids are able to start and stop that number line wherever they want to and I think that an important piece about subtraction. We also help kids relate to the character of Springling. Second graders love her! They really get into telling her to “Hop, Springling, Hop” as they’re able to visually see that distance by counting up or back.
“I Can” statement: I can understand multiplication by thinking about groups of objects.
I can understand division by thinking about how one group can be divided into smaller groups.
Extension Activities: Multiplication Tetris, Division Bump (student-approved math games!)
I feel like we can never spend too much time reviewing multiplication and division concepts. In these episodes, we give a light introduction to multiplication and division to help you see where we’re going in future shows later on in the season.
We do start these episodes off with a number talk focusing on subtraction and reviewing the ideas of Springling. We’re doing a lot with addition and subtraction review and the number talks, as we’re learning multiplication and division. I think it’s okay to not have multiplication/division number talks when you’re just learning about it. Let kids keep their addition and subtraction skills sharp through review and see if they can construct viable arguments and critique the reasoning of others.
Language is a big focus in these episodes. What does the “x” mean in a multiplication problem? It’s not “times” but “groups of.” We can show four groups of three, but how would that look different if I showed three groups of four? We spend a lot of time with this concept and using the place value discs as a really valuable tool. You can use the virtual manipulative, or download the pdf and print/cut them out to use physically.
Then we spend good time on the concepts of division. What is a dividend? What’s a divisor? What’s a quotient? We want kids to be able to use the language and be able to act out the problem in a step-by-step process with place value discs so they understand the concept behind what we’re doing.
If you are a part of our M3 Molding Math Mindsets Membership, start yourself some folders and download the PowerPoints! You have access to ALL the teaching materials and animations that go with these lessons!
(valid M³ Membership login required)