Hi friends! I've just uploaded a couple of brand new resources you will want to check out, especially if you teach second grade, or if you are trying to expose your first graders to a bit more challenging content before any upcoming standardized testing. 

This first one, is the unit I just finished teaching with my second grade math students... Money:  Learning All About Coins.   Teaching money can be so challenging to many students!  Everything I make is a product of my own teaching.  I tweak it as I go, making changes and additions to address all the needs that arise throughout the unit.  Looking back, I realized I needed to have spent more time earlier in the year, teaching skip-counting, so I emphasized it in this product.  

I've started it off with coin identification.  I spend one week on this.  I've included posters that point out all the differences of each coin.  Then we move to reviewing skip-counting.  You can choose which one to give your students:  a hundred or a hundred-twenty board, both are included.   Slides to show whole class help you guide your students through counting practice, of various coin combinations.  

There are activity sheets for students to use as individual counting practice.  I start by only combining two coins, pennies and nickels.  Once successful with those, I move on to counting nickels and dimes, then on to quarters with a variety of other coins.  I spend one week on this skill.  

Now... I teach my students two organizational strategies;  to write the value on each coin before they start, or they can write the running total as they count, a shown here.  

In the last week of the unit, week 3, I teach my students how to solve word problems involving counting coins.  I also provide a two-step set of word problems, involving making change for more of a challenge.  There is a summative assessment at the end of the unit, but don't let that be your only assessment.  Use the activity sheets in the second week to help you determine which kids need your extra attention in a small group setting.  I actually circle the incorrect answers, and give these sheets back to my students to redo, throughout the week, while I pull a few students at a time to my small group table for extra instruction.  

Here it is...  

The second resource I've just uploaded to TPT is one to teach how to calculate area and perimeter, titled Area and Perimeter Task Cards  

We start out learning how to measure perimeter, the distance around an object, by counting the number of squares going around the "perimeter" or border of the shape.  

Then I teach them how to calculate perimeter when the squares are gone and only measurements are left.  It can really through them for a loop when only two sides have measurements.  Thats when we have to review what we already know about polygons... they have the same length or with on both parallel sides. 

Once most have mastered perimeter, we move on to area, in the same manner.  First, by counting all the squares that fill up the "area" of the shape just like an "area rug" would.  

Then I teach them how to calculate the area of the shape by multiplying the length by the width.  

This resource has 10 perimeter task cards and 10 area task cards,  a recording sheet and an answer sheet.  This is great for a math center, small group or sometimes I use it as a BUMP-style activity around the room.  

I hope these resources are helpful to you!  Have a great week teaching!!!

An Organized Plan for Math Activities

Do you need an organized plan for your Math activities?

There was a time when I just sent students to math centers after they completed the assigned math application for the day's lesson.  I spent so much time replacing center materials, but thought there had to be a better way!  I had other resources that I rarely used and then one day I read the book Math Work Stations by Debbie Miller.  It changed the way I thought about this time!  Now "centers" is just one activity in my daily Math Work Stations.  

I wanted an organized plan to ensure I worked with each student during the week, so I included a teacher rotation.  Fluency is an important focus at our school, so I wanted my kiddos to work in their fluency folders weekly as well.  Counting to 120 is a skill reported on our first report card, so I have a container of baggies with various seasonal erasers in them.  The number in the bags range from 50 to 150.  I bought my first assortment from Amazon, but then they started popping up in the dollar spot at Target.  Most of them come in groups of 60, so I usually pick up two bags.  These are my first 5 rotations to start the year.  I will eventually change out counting bags for iPads or Partner Games as they year goes on.  These stations require hardly any of my time, so instead, I get to spend it on planning my core content.  I still have centers, but I don't have to change them near as often (usually monthly or just when the unit changes). Yippie!!!  

Click on Weekly Math Rotations Chart if you would like your own copy, which is fully editable.  You can change the group names, the student names in each group and the name of the daily activities.  There is also a 4-day rotation chart included in the download.  Pick which is best for you.    

If you like this Weekly Math Rotation chart, please leave your review on TPT.  Thank you!

Math Rotations Help Manage Centers

For a long time I thought of work after kids were finished in Math, only as Centers.  I worked long hours switching out materials and keeping those centers up-to-date, only to stay frustrated that it took so much of my time.

One day, it dawned on me to try things a different way... Math Rotations!  With Math Rotations, I still use centers, but they are just a small part of the big picture, which reduces the prep time that usually goes with setting up centers for a classroom full of kids.

With my Math Rotations, I usually have  4 math stations or rotations, because I have 4 days to teach math.  We are assigned S.T.E.M. Lab on Tuesdays this year.

1. Math with Mrs. H.
2. Math by Myself
3. Computers
4. Centers

1. Math with Mrs. H. is a opportunity when I remediate or enrich a group of students based on earlier work or prior assessments.  There are times that I need to pull individuals to assess.  For these times, I will replace the words "Math with Mrs. H" with another activity like "Counting Bags".  Doing that, gives all students something to do, and I can just pull individuals as needed.  Above is  picture of my rotational chart prior to completing the assessments that determine student placement in Fluency Folders for Math by Myself.

2. Math by Myself is a opportunity where students work on their math fluency.  I assess kids independently to see which number (1 through 10), they are fluent at,  in other words... which number combinations they know with automaticity.  For each student, I design a math fluency folder with activities based solely around their target number (5 for example).    They have a small "toolbox" with manipulatives of that same number as well (5 two-color counters, 5 red squares, 5 yellow squares, 5 beans, etc).  At the start of the year, before I have their fluency folders created, or when they complete their fluency folder but I haven't re-assessed them yet, I will use this time to give them application material from lessons in class.

3. Computers - You probably already have this one down!  I am fortunate to have 4 student desktop/laptop computers and 3 iPads in my classroom.  If you do not, maybe you have enough for students to play as partners.  I sign them three math sites they will log onto:  Ten Marks, Sum Dog and X-tra Math.  On my iPads, there are other math apps as well.

4. Centers - Now, having kids only rotate through this once each week, centers are so much more manageable!  I feel successful leveling my centers and having it stocked with activities that address the specific skills we are currently working on in the classroom.  All I really need is one activity per level.  Depending on how you plan to level your groups, that could be just two or three activities. (low and high, or low, medium and high)  Once they complete their "required" activity, they are allowed to work on the other one.  I set up colored folders in the center tubs, which are color-coded to match the students' level.

5. Counting Bags - I mentioned this activity above.  If you have 5 full days of Math, and need a fifth rotation, this would be the one I would choose.  From Oriental Trading, I purchased an assortment of little fun-shaped erasers, which we do not use as erasers.  We call them counters.  We have soccer balls, footballs, balls of every sport, puppy dogs, ice cream cones, starbursts, fish of every color, smilie faces, owls, turtles, and more.  I sorted them and put the like shapes in a baggie.  During this rotation, a student chooses a bag of counters and finds a spot on the floor to spend time counting.  As time goes on, I have them begin to record their count on a small post-it note and then verify their count using a hundreds board.  Later in the year, I have them write their prediction first, then write their count, and finally verify.  Before introducing this activity,  I model how I want them to count, which is to make ten-frame arrangements using their counters.  I have found this dramatically improves their accuracy for a number of reasons, the least being that if they get interrupted or loose their place, they can count by tens more easily, to find the number where they left off.

Here is a link to pick up your free Math Rotations Classroom Management Chart for yourself.  There are text boxes provided so you can edit names and activities.  I've used a common font found on most computers, but you can change it to whatever you have that you like.


If this is something you found helpful, I would love to hear about it in the comments section below.

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