I saw one post come through my RSS reader over the past 24 hours or so that fits the bill, and it’s a lovely one from Tracy Zager:
We’ve all been thinking about what might help students get more comfortable switching back and forth between counting by tens and counting by ones. Today, Becky and I were talking with Debbie Nichols, who teaches 1st and 2nd grade. Together, we landed on the idea of passing out 10s and 1s – connected sticks of ten cubes and single cubes, base 10 rods and units, etc. – and then having a counting circle.
At first, author and reader both aren’t quite sure what’s going on with the kids and what will help. Then they try something, and even then we’re not quite sure what to make of it. Then the kids say something surprising and new and then we’ve gotten somewhere new. And the author opens up more questions than she answers, leaving room for anyone else to jump in:
Debbie’s planning to do the same thing with dimes and pennies on a different day. And, of course, we could give older kids multiples of ten and/or multiples of one. After doing it just four times, we noticed an increasing smoothness for some of the kids. They were noticing that they’d either move over or down on the hundreds chart.
Every other post I reviewed fell into these categories:
- self-promotion, announcements
- sharing a math problem
- play-by-play of a lesson (“we started with this warm up…then kids worked on this question…then I asked this…then for homework…”)
All these other types of posts are valuable in their own way, but these days I put a special premium on posts like Tracy’s. I want more of them, please!