All right! Chapter 3 was all about math warm-ups. It started out discussing how students begin their day. This was really something to think about. Sometimes they are happy. Sometimes they are sad. Sometimes they haven’t slept. It’s our job to take note of each and every single change and PREPARE them for the rest of the day, no matter what struggles they are facing. We, as teachers, have very tough jobs, in my opinion.
I really liked how she discussed math stretches as a way to get kids thinking about mathematics and to have their brains working on it. These would be quick and independent. I don’t currently have a math question for daily data, but I’ve done one in the past. She suggests having a question daily to formulate data to get everyone thinking and analyzing the data.
My students begin their day with their morning work. It switches between math and reading every day. I have their morning work already in a binder. They have a name writing sheet to write their name. This is in a page protector, and they write their name with a dry erase marker. They have the date, how many days we’ve been in school, number of the day, and then either a math or language sheet of skills to work on. I could definitely add in a data question for them to do as soon as they get unpacked. This would be something that would take time to get them independently working and wouldn’t be used without me until they are ready.
Relating math with a self connection is crucial. Even for myself as a student in school, I’ve questioned why we have to learn certain things: “How will this help me in the real world?” For example, money is something that can be EASILY related to their real lives. They have to learn how to use money and how to identify it to get through life. In my class, I don’t really connect every single thing to their life. When we learn things such as measurement, I make sure to let them measure their body parts. It’s important to know how to take the correct measurement. When we learn to weigh things, it’s important to know how much something weighs. This will be important when they’re older and they become little cooks. Math for the little kiddos doesn’t seem like it’s super important to them, but we have to make them understand that all of the little things that we are teaching them and working on have a much greater importance later on and a greater impact on their life.
I can make the life connection stronger by adding in real-life situations to their math workshops. This can be done by simply adding in things that they would have in their houses. This will take extra work on my part to think of ways to incorporate a connection between math at school and math in the real world. How do you connect the two? I’d like to know below. Thanks.
Be sure to read the other awesome bloggers that discussed chapter 3 of Guided Math.