Math Minutes
Math Minutes
Minutes
Abby Johnson
December 7, 2015
Evidence of Standard
Mrs. Bowen gave her students a
math problem to solve concerning
the size of their foot. They were
put into pairs and were to use
different objects to estimate their
foot size. She gave them minimal
instruction so that they had to
problem-solve on their own.
This is seen a lot in their daily
number talks. Many times the
students begin solving the math
mentally or with manipulative and
then they will learn how to put it
into numbers.
Anytime Mrs. Bowen asks the
students a question, they are
expected to be able to give an
answer and justify their reasoning.
If someone disagrees, they are to
give an answer and why they
think the other answer is wrong.
Mrs. Bowen expects for students
to be able to model their thinking
through manipulatives and written
equations. Because it is first
grade, they mostly use
manipulatives like cubes and
rekenreks to represent their
thinking.
The students use a variety of tools
like dice, cubes, rekenreks, and
their fingers to solve their
problems.
The students have learned how to
communicate their thinking clearly
and effectively through daily
practice in their number talks.
They know that they must be able
Activity Procedures: As we read through the book, the author told us about
different items the boy needed and how the numbers changed when the
ducks doubled. Can anyone tell me what the word double means? Teacher
calls on a student to answer and listens to student response. Great job! When
you double a number, it means you add that number two times. For example,
this says, I have only two hands and so much to do to look after my five
little ducks. Later, after the ducks double, the book says, I need double the
hands (thats four hands in all!) to take care of my ten little ducks. First, we
have two hands. The teacher has an iPad and uses the Show Me app to write
the numbers and equation. Teacher writes two. Then we have four hands.
Teacher writes four. If I have 2, what must I add to get four? Teacher waits on
student response. Correct! 2+2=4. Lets try another one, but now, we are
going to use the Rekenreks. Teacher gives each student a Rekenrek. At the
beginning of the story, we have one boy. Can you show that to me using your
Rekenrek. Teacher waits until all students have completed that. Now, the
number of people double. Show me on the next row how many more people
are added. Teacher waits for students. We have the same number on our first
row and our second row. Teacher uses iPad to write the numbers down into an
equation. How many people do I have? Teacher calls on student. Very good!
Two. Now, at the beginning we have four bundles of hay. Show me on the top
row the number four. Teacher waits until all students have completed that. If
our bundles of hay double, show me how many more we will have on the
second row. What would my equation be? Teacher calls on students to help
her write the equation 4+4=8. Lets do one more. When there are five ducks,
the boy brings three sacks of food. Show me on the top row the number
three. Teacher waits until all students have it correct. Now, can you double
that number? Teacher waits until students have that correct. What would my
equation be? Teacher calls on students to help her write the equation 3+3=6.
Great job! Teacher transitions to assessment.
one? I have 5 ducks. How many ducks will I have if they double? Now,
it is your turn to write. Teacher monitors students as they complete
this. Teacher waits until all students are finished. She makes a note of
who got it correct and who did not. Great job today! You did a good job
of listening and learning how to double numbers! Teacher transitions to
closure.
Closure: Today, we read Double the Ducks. Who can tell me how
many ducks there were in the beginning? Teacher calls on a student.
Correct! There were five! Now, when the ducks doubled, how many
were there? Think for a moment, and put your thumb over your heart
when you have an answer. Teacher calls on a student. Great job! There
were ten ducks. If you would like to have ten ducks for pets, give me a
thumbs up. If you would rather have five ducks as pets, give me a
thumbs down. Teacher waits on student response. I would much rather
only take care of five ducks than ten! Great job today boys and girls!
Materials and Resources:
Double the Ducks by Stuart Murphy
Rekenrek for each student
Dry erase board for each student
Dry erase marker for each student
Tissue for each student
iPad
Evidence
Mrs. Bowen presents many
different problem based learning
exercises that relate to real world
problems like finding the area of
their foot using blocks and finding
the number of possible outcomes
when carving a pumpkin face.
Mrs. Bowen always asks
questions, listens to student
answers, and responds
individually to the students
response. Many times she will
repeat what the student says to
ensure her own understanding of
what the student says.
When she asks students
questions, she almost always asks
why. Another way students justify
their ideas is through their math
journal.
Many times during number talks,
Mrs. Bowen will write student
thinking and their answers on the
board.
Mrs. Bowen is constantly
observing her students to see how
they are learning. She encourages
participation through hands-on
activities that everyone is involved
in like the number talks. She will
give each student rekenreks to
use to show their thinking.
Students Role
Listen to, respond to, and question Many of the discussions begin with
the teacher and each other.
a question from Mrs. Bowen
followed by a student answer. The
other students will use hand
signals to show if they agree or
disagree. If they disagree, the
12. Choose a tech tool and teach a small group how to use it
for math. (B Task)
Mrs. Bowen let me teach the tech tool Motion Math: Hungry Fish
to one of the girls in my class who struggles in math. This game is a
basic addition game with different levels of difficulty. Students must
combine numbers until they equal the number on the fish. I began this
game at a lower level so that she could get use to the concept of
combining the bubbles. I knew that level twelve went up to numbers
through twenty, which is what the class has been learning. I think she
enjoyed the individual instruction outside of the classroom. However,
she did not perform very well. I dont know if it is because she was not
motivated to do her best or if she was struggling with the math
concept. She combined the bubbles until she got something correct.
Looking back at this activity, the app had a busy background, and the
bubbles constantly moved and floated. For a student struggling with
the concept, this was probably a great distraction. If I was to teach this
student a different tech tool, I would choose one that was simple and
unchanging so that she could focus on the math.