Time for another sprinkling of Magical Math Dust! Shannon answers your questions with quick, practical advice, suggestions, and resources! This post features questions about word problems, counting collections, and area/perimeter.
It’s December, the most wonderful time of the year! To celebrate the winter wonderland we are kicking off a new series: Shannon’s Magical Math Dust.
Fractions, as we know, is a very hard area for students to acquire conceptual understanding. When reading a word problem involving fractions, most kids panic because they don’t know where to start.
Multiplicative is a really hard word to say! It sounds super fancy and impressive, but in reality, if you understand how to do additive comparison problems, multiplicative problems are a snap!
Comparison bars are taught as early as first grade. They are actually the reason why the T-charts we talked about in an earlier post in this series can really confuse kids when they are problem solving.
In this post, we move from just talking about math problems like we were doing in Kindergarten, into the 1st grade classroom where kids are able to answer a variety of part/whole problems.
In the Kindergarten or 1st grade classroom, especially within the Math Workshop, it’s almost impossible to have a Math with Writing station where kids are actually reading and solving story problems without needing any kind of help to decode what the problem is asking and know apply how to apply addition and subtraction processes to that concept. We typically say that Math with Writing should be up and running around 2nd grade, so what does problem solving actually look like in Kindergarten and 1st grade?
When students are looking at story problems, they’ll typically do one of two things.
Math involves a lot of preparation, especially when you’re using manipulatives. We want to put the C back in CPA (concrete, pictorial, abstract). Of course, C stands for concrete, but it also stands for careful planning!
Kids can look at a digit and recognize it as an 8, but they often don’t understand what’s behind the digit. Yes, the symbol means 8, but 8 could be 4 and 4, or 5 and 3, or 6 and 2. In some countries, they teach letters last and the sounds first. If the student doesn’t know what sound the K makes, there’s no point in looking at the symbol and knowing its name. The same is true of math.