My class schedule has been fairly consistent through the year. Students knew what we were going to do throughout the day each day because I made a point to make sure we kept it that way. But as we approached the end of the semester, I knew it was time to switch it up a bit.
At the same time, my fourth grade partner and I wanted to try a new approach to guided reading / reading workshop. We put all of our students’ literacy data into a spreadsheet, organised them by different criteria and created new groups that combined students from both classrooms. We ended up wth nine groups. She takes four of them and I take the remaining five. We decided to place our literacy block in the morning after our specials (fine arts, library, and/or physical education), moving mathematics to the afternoon.
Today was the second day with this new schedule. Not only did I switch my mathing and reading workshops, I also switched students. The transition has been remarkably smooth so far! The students have readily accepted this new format and are excited to be with some of their friends from the other classroom for part of the day each day. We will be periodically reviewing the data we are collecting to see what changes should be made to groups and changing groups to allow us both to work with all of the students throughout the semester.
Having mathing workshop in the afternoon has also been an interesting change. I feel like we are not quite as pressed for time, even though we are using the same amount of time as we have before. The students seem to appreciate having a different pacing for the day. We will still be doing our inquiry workshop in the morning, too, of course, but mathing in the afternoon allows more flexibility and it means the entire afternoon is not just literacy.
All in all, I am liking how we have switched things up. Of course, this was just day two, but I am nothing if not eternally optimistic about the future!
I spent several weeks over the summer learning all about Eureka Math and preparing myself as much as possible to implement it in my classroom this year. My goal was to hit the ground running and take my students with me on the wild ride of learning math in a way that is not only aligned to our standards and our curriculum but is also more rigourous and focused that what students have seen before.
One of the supplemental resources I learned about was a free website (as an instructional technology specialist, two of my favourite words!) called Zearn. I played around with Zearn a bit over the summer and set up a student account for myself to see what it would look like. I was excited to be able to partner my students with this, especially since this site was designed to mirror what students are working on in Eureka Math. (I will not be dropping any of my other online learning sites, though; I love being able to give my students wide access to multiple ways to engage with and think about math!)
We did a test drive of Zearn as a class today. We had to use the computer lab due to our student network still being down (something our tech team has been working on for over a week now), but this did not seem to be a hindrance. The students were able to easily access their accounts and quickly figured out how to navigate the site. The best part was that the work they were doing online really supported exactly what we have been doing in class for the past several weeks!
One of the features I was most impressed by was the “Math Chat.” This features a video recording of a teacher explaining the concepts. Students then work through problems and, depending on how they do, are directly to subsequent videos that help further explain concepts. I firmly support the idea that students learn best from hearing similar messages from different voices.
I am really excited about this new resource and hope that students and families will add it to their math learning toolkits. Zearn will be a great way to supplement what I am teaching and giving students an opportunity to learn at their own rate while I am working with small groups.
[NOTE: The creators of Zearn were not contacted previous to the writing of this post, nor was I asked by them to write it. The content of this post is entirely of my own opinion and should not be considered to represent the official views or positions of my building or school district.]
My school district has adopted a new math series, called Eureka Math, to support our elementary curriculum. I have mentioned this in passing a few times, but I thought now would be as good a time as any to write more specifically about what this is (and what it is not).
Eureka Math started out a few years ago as EngageNY. It was started with a grant and was a cooperative process intended to align math materials taught in the classroom with the Common Core State Standards. (Illinois has adopted these standards but is also adopting new social studies and science standards, which is why you will sometimes see them referred to as the New Illinois Learning Standards, instead.) A not-for-profit organisation, Great Minds, was formed to take over EngageNY and develop it further, which they did under the name of Eureka Math. It has been built from the ground up by teachers and for teachers.
What Eureka Math is not is a prescriptive curriculum intended to force teachers to read a script with the vain hope that students will respond exactly as expected. There are sample dialogues included in each lesson to give an idea of how a class discussion might go, but anyone who has spent 30 seconds in an elementary classroom knows that students rarely follow the script, especially when they don’t even know it exists!
Even though I have only been teaching with Eureka Math for a couple of weeks, and even though we just finished Lesson 8 today, I am already very impressed with what I have seen. The first few lessons were very challenging, as students were asked to do more with and think more deeply about numbers than they were used to. One of the most common words to describe the “new” math standards is rigour, and boy howdy is this rigourous math! (I put “new” in quotation marks because, honestly, the math hasn’t changed; what has changed is how we think about it and how we expect students to think about it.) Coming off of a textbook series that had third grade, fourth grade, fifth grade, and sometimes even sixth grade work all wrapped into one, it is relieving to have a set of materials that is focused on just fourth grade standards!
One challenge is that Eureka Math is designed to be cumulative. Students build on their knowledge from year to year. Of course, this is the first year for any of us in our building (except for those students’ whose teachers field tested parts of Eureka Math last year), so my fourth graders are coming into it with no prior experience. That just means that I have to pre-teach some concepts and spend more time explaining ideas, words, phrases, and tools that, in four or five years, will be completely familiar to them.
Which finally brings me to the actual topic of this post. (Hey, only four hundred words or so to get to it!) One of the tools we have been using for rounding multi-digit whole numbers is called a vertical number line. It is exactly what it sounds like: a number line that is oriented top to bottom instead of left to right. In case you are a person like me who does not visualise things, here is an actual picture:
Because we are using the vertical number line to round, the students first identify the endpoints, then they find the midpoint. For example, if you were to round 4,105 to the nearest thousand, this is what your vertical number line would look like:
The bottom endpoint is 4,000, the top endpoint is 5,000, and the midpoint is 4,500. The students then write the original number (4,105) on the number line. A quick glance shows that, because 4,105 is less than the midpoint (4,500), it is closer to 4,000 than 5,000, therefore 4,105 rounded to the nearest thousand is 4,000.
Simple. Clear. Brilliant.
I am sure that other people have used vertical number lines before, but I had honestly never seen nor heard of them before this. It makes so much sense, though! We talk about rounding up and rounding down. Now students can actually see how to do it.
The challenge for tomorrow is to try to round without using the vertical number line. But, honestly, if my students need to quickly jot down a vertical line with arrows, mark the endpoints and midpoints, and then label the original number in order to determine how to round, I am 100% okay with that! The one thing I have always emphasised in my classroom when it comes to math is this: if the tool you are using allows you to quickly and accurately find the answer, then it is an efficient tool for you to use!
Wow. I know I have decreased my blogging frequency this year, but I just realised that it has been over two weeks since I last updated and that is pretty bad, even for me.
It has been a really busy two weeks. In addition to everything we have had going on in my classroom, I am in the final weeks of my master’s degree program (graduation is on May 14!) and I have been spending a lot of time after school working on collecting artifacts from my internship, writing reflections, and doing a massive online training module that is required for my principal’s endorsement. (Speaking of which, I am 99% certain I’ve mentioned this at least once in the past two years, but my master’s degree is going to be in educational administration and I will be receiving my principal’s endorsement so that I can one day move from the self-contained classroom to the principal’s office. I am not sure when that is actually going to happen, though.)
So, what has been keeping us so busy over the past two weeks? Here are a few highlights: (more…)
Today I found myself teaching an impromptu lesson on Roman numerals to one of my guided reading groups. It wasn’t a part of my plan at all, but I was happy to quickly change course when a student asked a question about them.
The question itself was fairly simple: she wanted to know what it meant in her book when it said “Chapter VI.” I asked if she knew what Roman numerals were and she said she did not. I asked the rest of the group and they had similar responses. So I quickly turned and pulled out one of my whiteboards and one of my few remaining Expo markers and wrote out the Roman numerals:
I = 1
V = 5
X = 10
L = 50
C = 100
D = 500
M = 1,000
Then we briefly discussed how the numerals are used to express different values. One of the students asked me what they used for zero and I explained that there wasn’t a numeral for zero. They found that very odd but then we continued discussing how to represent various numbers of greater and greater size. I would write some numbers in Arabic numerals and have them convert to the Roman numerals and other times I did the opposite. As they were looking at the numerals, one of them asked what you do when the number is greater than 1,000 and I explained that the convention was to draw a bar over the numerals and that represented “times 1,000.” Then I gave them the big challenge: 2,134,694.
After much discussion, this is what they came up with:
They read it out loud as I checked their work:
“M bar, M bar, C bar, X bar, X bar, X bar, I bar, V bar, D, C, X, C, I, V.”
A student was walking by at that moment and said, “Mr. Valencic, why are chanting a witch spell?!”
We laughed and explained that they were Roman numerals. I think the student thought we were crazy.
What a wonderful way to end a short week before parent-teacher conferences and a day of professional development!
How do you respond to unexpected questions?