Do you remember how I was wishing for a snow day? Wish granted!
The call came at about 5:15 a.m. and at about 7 a.m. my husband says, "Are you SURE school is canceled? There isn't any snow!" I jumped out of bed to see... no snow! It didn't start really snowing until about 9 a.m! Weird... the roads are fine- guess they wanted to be overly cautious. It's all fine except this will be our 4th week of only 4 days... I just want a NORMAL week of school! But the day off is great so I'm NOT complaining! :)
My last post gave you a sneak peek on addition without the traditional algorithms.
I have been teaching addition with algorithms for 14 years. The thought of throwing that out the window made my head spin...literally! At our last math meeting we were told that under the new Common Core there is absolutely no algorithms allowed.
So I went on a panicked hunt for some information regarding this and didn't find much out there. We do not have our new text book yet (get it this May) and I had no idea how I was going to go about teaching my students when I had to learn it myself.
Enter this book:
It really opened my eyes on why we need to teach our students in the non-traditional way.
The author states that the "method" is not the objective, the ability to compute is the goal. So true! He also states that when adding in the traditional way:
We are so focused on having the children add from right to left which goes against everything else we teach them (not to mention READING!). This can also devalue the digits themselves. For example, traditionally, we separate the numbers and add down- 3 + 4 (ones) and then 5 + 2 (tens). But wait... it SHOULD be: 50 + 20 yet the traditional method takes place value away from the digits themselves.
So I decided to "explore" other methods. I had the kids solve a double digit problem without giving them any direction! I was EXPECTING panic... but that is not what I got! They came up with all kinds of ways!
Some drew circles and counted. Some made tallies. Some solved it by tens and then ones. And there was one.... that solved it that other way. :)
It was GREAT!
I "introduced" (I put that in quotes because technically you are to let kids explore and not "teach" them methods- however I AM a teacher) a way called "split strategy"-
funny thing? It makes TOTAL SENSE:
44 + 67= ?
40 + 60 = 100
4 + 7 = 11
You split the tens and the ones and then add them back together. Nice!
Here is what has REALLY worked for me regarding this new way of teaching. I had a place at the bottom of my sheets where the kids wrote a note to me. I could check for their understanding or lack there of...
I love the honestly the kids have!
I don't know why it took me so long to think of this because I could quickly read their notes and then group the papers to create partners- the ones who "get it" with the ones who need more help.
I had instant peer coaching and the kids LOVED working together. We often pulled out the place value blocks to help with the visual piece.
This "new" way of teaching has created some kind of spark in me that has turned into a FIRE!! So much so that I have created a giant resource! I am hoping that it will help other teachers when they realize that the lovely algorithm will be out the window for them too! :) :) :)
This pack has over 40 pages of parent letters, posters, detailed instructions, worksheets, and assessments to help you along the way!
Want to read more about it? Click Here :)
And yes you guessed it... I'm giving one away too! I will choose ONE person who leaves a comment and email below. Winner will be chosen on Thursday night!
Don't want to wait? It is 20% off RIGHT NOW and will be only until Thursday night!
ps... Special thanks to Suzy and Tania for looking at my pack for me- such a BIG help! :)