Chapter 6: Place Value Work Stations

At the conclusion of the chapter, Debbie Diller offered a section for reflections and dialogue to share interpretations with faculty, staff, and colleagues. I used these questions to guide my discussion. The games provided have graphics from Just So Scrappy.

How do you use the calendar to build place value concepts? Is it enough?
Each morning students begin their day with morning math folders. I picked up a calendar journal from a yahoo group years ago. I honestly havent a clue where it originated. I modified the document for my students. With the added component of weather, my class has worked towards multiple standards. The journal page is a half page (approximately five questions) working with place value. Students are to write out the date with words. We keep track of the number of days in school with our morning math folders. The kids break down this number using money, time, addition, and subtraction. This past year, I added weather data and data analysis to the journal pages. The collection of weather data is a component of the district science learning schedule. Per the learning schedule, the kids are to observe, record, and analyze weather data for 2 months. I live in Florida and the changes are not too significant. Ive modified the activity and collected the entire school year. We start the school year with a whole group lesson each day for a couple of weeks. I take the kids outside and have them observe the sky and discuss their observations. I model how to record the observation in the class steno pad. Next I hold the classroom flag while students observed the level of wind. Last we would look at the thermometer. We passed it down the line of students so that each kid can count the degrees and discuss the results. Once everyone has had a chance to observe the thermometer, I model how to record temperature in the class steno pad. After kids observed how to collect the data and modeled their understanding, I transitioned weather collection to a weekly job. I had a steno pad, thermometer, small American flag, and sharpie marker stored in the weather bag. When the weather collector would return, he/she would transfer their observation to the white board. Although recording became a job, students were still discussed during calendar what changes occurred and how many degrees warmer or cooler those changes were from the previous day (more math )! I think adding a regular calendar routine is important. I use Everyday Counts! Calendar Math. Ive modified some skills to build throughout the entire school year. I incorporated place value

with adding coins and trading up for each day we are in school. I also work with days remaining by having kids begin with 180 straws. We subtract a straw each day of the school year. The kids enjoyed working out the difference or inventing an addition strategy to check our answer. Often students would make connections to their morning math journals at this time.

How will you manage the manipulatives needed to teach place value well? Which materials will you begin with? What will you use over time?
As previously stated, my materials remain available for students to explore. Tubs are prepared with specific task and remain in my math cabinets until introduced. Im excited about the organization of the cabinets and the added accessibility that is provided. Having the labels and I can poster with matching graphics will ensure that students are independent. The manipulatives that I begin the school year with are connecting cubes and base ten blocks. As I observe tools being used effectively, I will add 100 charts and number lines. Students will work towards strong mental math by decomposing numbers.

There are so many wonderful ideas in this chapter. I was inspired to capture the games with fabulous clipart to elicit excitement from the kids. Im eager to introduce the games already!