October 23, 2017

STRATEGIES THAT DEVELOP 10 AS A BENCHMARK NUMBER

Students work with tens as they explore place value, ten frames, and hundred charts.  Our entire number system is built from a system of tens. Developing a solid understanding of 10 as a benchmark number and how it works within our number system is key for students’ mathematical development.  Counting by 10s and seeing how each decade is organized builds numeracy, but it also supports students as they begin to add and subtract larger numbers.

Helping students develop the idea of 10 as a benchmark number is so important in our number system. First grade math and the beginning of second grade math reinforce this important addition fact concept. Encourage students to Make 10 and Use 10 when adding.

When you teach students math facts, do you help students understand, learn, and develop strategies for solving different math facts?  Do you work on memorizing math facts with a variety of flash cards and games?  Or do you do a combination of teaching strategies and fact memorization?

WHY SHOULD I TEACH STUDENTS STRATEGIES TO SOLVE MATH FACTS?

Many students come into second grade still counting on their fingers when adding larger numbers. They need to move toward more efficient strategies, but they’re glued to their fingers because it’s safe and easy.  Memorization may be difficult for them or maybe they haven’t had enough practice.

We help students develop fluency with basic facts so that they can learn to think strategically.  In between a student who counts each object and a student who has a fact memorized, are students who are using a variety of strategies to solve problems. Strategies help students find the answers to math facts, even if they forget. Strategies also transfer from solving one-digit problems to solving larger, multi-digit problems.

Students need to understand the value of using 10 as a benchmark number when adding within 20,  to aid in math fact memorization, but also so that they can transfer that skill when adding within 100, and again transfer it to adding within 1000.  Using tens to solve basic math facts not only helps students develop a strategy for solving facts they may not have memorized, but it leads toward students being able to solve two- and three-digit addition problems.

Enjoy,

Ms. Nora Sierra

EC Assistant Principal

October 11, 2017

3 Easy Steps to Write your Name

Recognition

The first stage of learning names occurs when children start to recognize them! Young children begin to recognize the shape of their initial letter and often identify that first letter as “MY NAME!” They might find that initial letter in other places (separate from their names), point to it and say, “Look! There’s my name!” even if it is just the one letter.

In preschool, we can do lots of things to foster children’s recognition of their names. We label everything (lockers, change of clothes cubbies, snack chairs, carpet squares, folders, attendance chart, helper chart, and the alphabet wall) with their names and pictures, so that they begin to claim ownership of that very important word!

We use circle time as an opportunity to practice recognizing not only the child’s own name, but the names of all the classmates as well. With repeated exposure and practice recognizing each other’s names, the children begin to identify letters.

Spelling

The next step, after children can recognize their names is to begin to spell them orally. We practice this in many ways. A child might be able to recite, “E-T-H-A-N” without seeing it written down. Then they will notice each letter. We provide a name activity like this one each morning for our students to practice. We practice with both capital letters, and we also practice matching capitals to lower case.

Writing

When the children are comfortable with recognizing and spelling their names, the next step is to work on writing them. Often these steps overlap and work in conjunction with each other! We give our children lots of opportunities to write their names with sidewalk chalk, paint, markers, in salt trays, etc. They are also work on strengthening their hand muscles and refining their fine motor skills. Our older Pre-K students (less than 1 year to kindergarten) also sign in their names each morning. It’s such a rewarding way to keep track of their progress. When children begin to write, they often use what they already know about names.

Enjoy,

Ms. Nora Sierra

EC Assistant Principal