The most important aspect of The Early Finisher Board is that students get to choose which activities they do. Some of your students will always choose from the Make It, Do It, or Draw It sections. And that’s okay! Other students will want to try all the activities.

 

Here’s A Fun Multiplication Math Game Your Students Will Love

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The post FREE Early Finisher Activities to Keep Your Students Engaged appeared first on Shelley Gray.

First, every student needs to feel successful. This is not optional. When you have students who feel successful, you have students who are excited and willing to learn.

Second, you, as a teacher, have the power to make this happen.

The challenge that most teachers encounter is the HOW. How can you ensure that every student feels successful when you have so many ability levels within one classroom?

I would love to show you how you can foster this feeling of success as you teach addition strategies in your classroom. Interested? Read on!

The POWER of Providing Power to Your Students

During my very first year as a teacher, I had to figure out how I was going to teach multiplication to a group of 3rd and 4th graders. I had to figure out how I would support the ones who were just beginning to learn multiplication, while also challenging those that already had background knowledge of multiplication. I developed a system that, at the time, I called, “The Multiplication Box.” It was self-paced and student-centered. Students moved through at their own pace to ensure that they were always working to their full potential. The best part? They LOVED it. They literally begged me to do Multiplication Box all the time. It was amazing!

Why were they so engaged? Why did they beg me to do this activity that was really not much different than many other things I had done in the past? It was because of the way that they were able to move through the activities. The students were given a sense of POWER. They had power over how fast they moved through the levels. They had power over their own assessment. They had power that led to a greater sense of metacognition.

I believe that giving your students POWER over their work is one of the most “powerful” things that you can do as a teacher.

How does this relate to Addition Strategies?

I have taken this exact same approach that I used with multiplication in my very first year of teaching, and made it work for addition. Let me show you how!

First of all, let’s talk about some big goals as you teach addition. You want your students to succeed in a couple of different ways when it comes to addition. First, you want your students to develop automaticity. This means that they just “know” some of the facts. Your students shouldn’t have to think too hard to solve an equation like 5+5. They should just KNOW the answer. That’s called automaticity.

The second big goal is strategy. Your students need to know how to figure out an equation in their heads. They need to possess a REAL UNDERSTANDING of the numbers so that they can perform mental computation efficiently and effectively.

I’m going to show you how you can encourage automaticity and strategy for every single student in your classroom, regardless of ability level.

This is the Addition Station.

It looks pretty plain, right? Basically, it’s a box filled with file folders. But in reality, this is a system that can transform how your students feel about addition.

Here is how The Addition Station works. It is really quite simple.

1. All of your students begin on Level 1. This is the first strategy. They go to the Addition Station and get the first activity from the first file folder. They go back to their seats, and work on the activity.

2. When a student is finished the activity, he goes back to The Addition Station and gets the laminated answer key from the same folder. He goes back to his seat, self-checks, and then places the answer key back in the folder.

3. The student then finds his personal assessment tracker and shades in a box to show which activity he has completed.

4. He then goes back to The Addition Station and gets the next activity in the folder, and completes the work/assessment process again. This gets repeated until the student has worked through the entire level.

5. When a student is finished all of the activities in a level, he asks himself if he is ready for a test. If he doesn’t feel ready, he independently practices the strategy that he learned in that level. If he feels ready, he approaches the teacher.

6. The “test” is hardly a test. It is a very quick, simple oral assessment, where the teacher runs through a few of the facts from that level (using the quick reference cards shown below), and does an observational assessment of whether or not the student has mastered that strategy. It is very important to do an oral test rather than a paper/pencil assessment, as the data that you gather far exceeds the data that you can gather from a traditional paper and pencil assessment. Although this sounds time consuming, it takes only a minute or two.

If the teacher feels that the student has mastered that strategy, she gives him a badge for his badge book, and he is free to move to the next level.

7. This process is then repeated for each subsequent level.

By the time that students complete all levels in The Addition Station, they will have learned a wide variety of addition strategies that will prove to be extremely useful all the way through their school career.

Although this system is simple, it is highly engaging for a few reasons:

• Students have power. They choose the pace at which they work and how fast they progress through the levels. They are truly in charge of their own learning.
• Students have freedom. They get to assess themselves! They get to get up and down to get new activities. The Addition Station provides a sense of freedom that truly motivates students.
• It’s fun. Work is FUN when you are in charge. It’s FUN to drive your own learning.These three reasons result in highly motivated students who love to learn…who will actually WANT to work on addition facts. And that is a pretty amazing thing!If you would like to implement The Addition Station in your classroom, here is what you will receive:- strategic, progressive, addition activities for each set of facts; each strategy is first isolated and then integrated with previous strategies to result in maximum understanding and mastery
  – easy-to-understand instruction for each addition strategy
  – answer keys
  – an accompanying video to help you prepare and understand your Addition Station (I want to support you the best I can!)
  – clear set-up instructions
  – parent resources and home practice charts
  – classroom posters
  – student and teacher assessment trackers
  – Addition Passports

The charts below shows the exact addition strategies that are included in each grade level of The Addition Station:

See even more information about all self-paced math stations and how they work HERE.

The post MASTERING ADDITION STRATEGIES {The Addition Station} appeared first on Shelley Gray.

Excellent classroom management can literally transform the way your classroom operates and the way that your students respond to your teaching. Even before the school year begins, it is important to think about how you are going to implement some basic classroom management routines. This will help students understand what to expect, and feel safe and comfortable in your classroom.

Below I’ve included four of my favorite ways to incorporate classroom management into your first week of school.

1. Give students some power.

This is SO important. Everyone (including your students) wants to feel like they have some control over their surroundings. There are a lot of ways that you can help your students feel empowered during the first week of school. One of my favorite ways is to have students help you set your classroom rules and consequences. You do not have to have this ready for the first day. In fact, the rules and consequences will be MORE meaningful if you let your students help you. Of course, you can use your “teacher skills” to “guide” the conversation towards the rules that you have in mind.

2. Let your students move around.

Believe it or not, allowing your students to get up and move around the room can actually HELP your classroom management by keeping everyone engaged and by appealing to your kinesthetic learners. One of my favorite ways to incorporate movement is through gallery walks, where students move around the room, completing specific, curriculum-related skills. Having your students complete a Back-to-School Gallery Walk can give you valuable insight into how they learn, as well as give them a sense of how your classroom is going to operate.

3. Model and practice.

Procedures and routines need to be modelled and practiced. Rather than talking about a procedure, actually do it. When you talk to your students about expectations for a transition, SHOW them what you mean. Model how it should be done. Then have your students practice. Even if it feels like you have a million things to do on the first day, it is well worth your time to practice procedures. It will pay off later on with a classroom that runs like clock-work.

4. Connect with Your Students.

Tell them about yourself, or better yet, show them some pictures of your family/pets/childhood to help your students get a sense of who you are outside the classroom. Tell them that they are safe in your classroom. Tell them that you are going to guarantee that they are going to all be successful this year. Tell them about some of the fun, exciting learning experiences that they are going to have this year. Smile. Make a conscious effort to connect (through conversation and eye contact) with every student every day.

Would you like to learn more about how I have used gallery walks to incorporate movement into my classrooms? This post will explain more.

Have a wonderful school year,

Shelley

The post 4 CLASSROOM MANAGEMENT TIPS FOR THE BEGINNING OF THE YEAR appeared first on Shelley Gray.

STUDENT #1

This student is knows that 16+4=20 because she has practiced this fact over and over and over again. 

When the teacher asks her to solve 16+5, she’s stumped. This is a fact she hasn’t learned yet.

After moving on to other math units and focusing less on addition, the fact 16+4 is forgotten and will have to be re-learned next year.

STUDENT #2

This next student hasn’t learned the fact 16+4 yet, but can easily figure it out because he knows that 6+4 is ten and then 10 more is 20.

When the teacher asks him to solve 16+5, he is easily able to visualize it because of all the work their class has done with ten frames. He already knows that 16+4=20, so 16+5 is just one more!

Then he thinks of one other way he could have solved it! He imagines the 16 as a 10 and a 6. He adds the 6 to the 5, which is a doubles plus one fact (11) and then adds on the remaining 10 to make 21.

Opponents of mental math will say this is too confusing, but I’ve simply written it all out so that you can see the steps that happen in a person’s head very quickly. This does not need to be written out like this every time.

Near Doubles

This strategy is a natural progression from the doubles. It includes using a known fact and building on it. For example, to solve 6+7, a student could think, “I know that 6+6 makes 12, and one more makes 13.” This strategy is best modelled with ten frames, which makes it easy to see! Students need to SEE math so they can build their understanding!

 

Here’s a video that explains the near doubles strategy in more depth or find a unit for teaching the near doubles facts HERE.

 

 

Make a Ten

Make a Ten is a mental math strategy where students use the number combinations that make ten to form connections and relationships to other facts. First, students must learn the number combinations that make 10. Then they can confidently use those combinations. For example, to solve 8+5, a student might think, “I can take two from the 5 and give it to the 8 to make a ten, and then add the leftover 3 to make 13.” Ten frames are a fantastic way to illustrate this strategy.

 

Here’s a video that explains the make a ten strategy in more depth.

 

Find a unit for teaching make a ten HERE or find the math mats shown below HERE.

 

 

Making Multiples of Ten

This strategy is a natural follow-up to making ten. To make , we can use the number combinations that make ten (6+4, 7+3, etc.). This helps us recognize that expressions such as 26+4 will make a multiple of ten. Ten frames are an excellent way to model the thinking process. For example, when we model 26+4 with a ten frame, it’s easy to see that we can shift the 4 dots over to completely fill three ten frames and make 30.

 

Find a unit for teaching the making multiples of ten strategy HERE.

Left to Right Addition

Left-to-right addition is a powerful mental math strategy for adding numbers with two or more digits. Place value understanding is key, as students will be grouping the tens and then the ones. For example, to solve 24+53, we will first add 20+50 to make 70, then 4+3 to make 7, and finally 70+7 to make 77. Left-to-right addition is important to teach BEFORE students learn the traditional algorithm. This is because left-to-right addition focuses on conceptual understanding rather than on the memorization of a series of steps.

 

Here’s a video that explains left to right addition in more depth.

 

Find a unit for teaching left to right addition HERE.

 

 

 

 

Break Apart/Decomposing

Breaking apart an addend by place value is a powerful mental math strategy for adding numbers with two or more digits. Although this is similar to left-to-right addition, some students prefer it because only one addend is decomposed by place value, rather than both of them. For example, to solve 43+35, we could first decompose the 35 into 30 and 5. We start by adding 43+30 to make 73, then the remaining 5 to make 78.

 

Here’s a video that explains the break apart strategy in more depth.

Find a unit for teaching break apart HERE.

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The post Effective Mental Math Addition Strategies to Master the Addition Facts appeared first on Shelley Gray.

It’s exhausting.

It’s also a major reason that so many people leave the teaching profession. There are just too many things to do that take away from your job as a teacher.

But you know those people who just seem to have it together? They just get things done. When you look at them, you wonder how they do it. Well, they do have a hidden secret. It’s called prioritizing.

When I was given the opportunity to read Angela Watson’s new book, “Unshakeable,” I knew that this chapter was going to resonate with me. Productivity is an area that I have struggled with – as a teacher, as a mom, and as an entrepreneur. There is always one more thing. However, I know what a big difference prioritizing can make.

When I went back to the classroom after having my first child, I knew that things at work were going to have to change. Staying til 6pm every night wasn’t an option anymore. So I started prioritizing. I got more efficient. I did small things that made me feel more productive, and that made me realize that it wasn’t necessary to try to do everything.

Angela has a real gift for writing and shares some very practical tips in Chapter 4 – “Determine how to do what matters most and let go of the rest.”

These are simple strategies for increased productivity that you can implement right away.

She begins the chapter with a fantastic quote: “…one major difference between an effective, accomplished, confident teacher and one who is running around like a headless chicken is the ability to prioritize.”(p.49) How true is that?! How many times have you felt like that headless chicken? I know I have many, many times!

In Chapter 4, Angela shares many fantastic tips for increasing your productivity (and to make you feel less like that headless chicken). I’d love to share a couple of my key take-aways that I think can really help you in your day-to-day life, both at school and at home:

1. You can’t do it all. Angela suggests asking yourself questions such as, “What will happen if I do this later?” or “What would happen if I didn’t do this?” LOVE that. Honestly, the students don’t even notice so many of the things that we spend our time worrying about. Are all of those little details ACTUALLY important to the lesson?

2. YOU are in control of how you manage your time. There is no outside force causing you to be unproductive. You are in full control, and have the ability to prioritize your tasks in order to maximize your productivity.

3. Make lists. From my own personal experience, I know that to-do lists have increased my productivity substantially. I have tried a few different methods, and have settled on a weekly to-do list which seems to work well for me. Angela suggests prioritizing within your to-do list to make the process even smoother. For example, categorize your list into high, medium and low priority. I am definitely going to try this!

4. When in doubt, choose the kids. Obviously, the reason that we teach is for the students. But it is easy to forget that in a sea of papers, standards, and hard-to-achieve expectations. But we must remember that “the kids are the most important thing, and the work is secondary.” (p.61)

If you need more inspiration, motivation and encouragement in these final weeks and months of the school year, I invite you to follow along with us for this 20 Ways for 20 Days event. 20 different bloggers will be sharing their key take-aways from Unshakeable. You can see the full event information HERE.

And, if you’d like to read about these inspiring ideas in even more detail, I highly recommend Angela’s newest book, Unshakeable: 20 Ways to Enjoy Teaching Everyday, No Matter What.” You can find more information about it HERE.

The post UNSHAKEABLE: DETERMINE HOW TO DO WHAT MATTERS MOST appeared first on Shelley Gray.

After just a few hours with your class, you can usually tell which students are the kinesthetic learners. These are usually the students who are fidgeting, tapping their pencils, and having trouble staying on task while doing pencil and paper activities or reading silently. So often, these students get a bad reputation for being “difficult.” But the truth is, that they simply learn differently than some of their peers. They NEED physical stimulation. They NEED to move in order to learn. The good news is that once you start teaching in a way that appeals to your kinesthetic learners, you will find that other students in your class are more engaged, even those who learn well verbally.

It does not have to be a lot of work to engage your kinesthetic learners. Every lesson does not have to include a carefully-executed kinesthetic learning strategy.

Sometimes it’s just the little things that you do in class that can make all the difference.

Below are five simple ideas for helping your kinesthetic learners be successful and stay engaged:

1. When you have a simple task that requires getting up and walking somewhere in the room, ask one of your kinesthetic learners to do it, rather than doing it yourself. This might include turning off the lights, closing the door, passing out papers, etc.

2. When doing paper and pencil tasks, try to think of ways to allow students to manipulate what they are working on. For example, if they are working on Spelling, have them write their Spelling words on small pieces of paper that they can move around for each activity. After they’ve moved the papers around to do the activity, they can write the answer in their notebooks.

3. Allow kinesthetic learners to move around while they read. I once had a student who could not, and I mean could NOT, sit still and stay focused while he read silently. So we made a deal. I’d let him walk up and down the hallway while he read, as long as he stayed reading the entire time. And guess what? It worked!

4. Provide manipulatives. Kinesthetic learners love to move things around. When solving math problems, provide some manipulatives (blocks, coins, etc) that the students can move around while solving the problem.

5. Implement project-based learning whenever possible. Rather than limiting your students to paper and pencil tasks, have them make posters, complete interactive projects, and do experiments.

As I mentioned earlier, getting up and moving around is not only good for those students who you consider mostly kinesthetic learners. Getting up and moving can help all of your students learn. I have typically found that the more movement I can incorporate into my classroom, the smoother it runs, and the more engaged students are. One of my favorite ways to get all students up and moving is using Gallery Walks. You can read all about how to use Gallery Walks HERE.

The post 5 WAYS TO HELP YOUR KINESTHETIC LEARNERS appeared first on Shelley Gray.

Today I would like to share a really great, free website with you, called Storyline Online. This site is sponsored by the Screen Actors Guild, and features famous people reading children’s books. Actors and actresses such as Oprah Winfrey, Betty White, and Kevin Costner read popular children’s books in a way that is sure to mesmerize your students.

We know that reading aloud to our students and children is important. This is just one more way to ensure that students are being exposed to many forms of literacy. All students, even those in upper elementary grades, can benefit.

Chaos at the end of the day happens. But Storyline Online is a great solution. I love using this website, along with other “read aloud” websites at the end of the day. Just put on a story on your Smartboard and let the kids watch while you sign agendas and deal with other end of the day stuff. When parents come to pick up their child, he/she can just quietly slip away from the story.

If you don’t want to use this at the end of the day, there are so many more times during the day where it could be used to transition from one activity to the next. What about when students come in from recess or lunch? Or in the morning to get the day started on a great note?

View Storyline Online HERE.

The post Using Storyline Online in Your Classroom appeared first on Shelley Gray.

This is the reason that I began using Home Journals with my students. Each Friday, students write a paragraph or two to their parents about their week at school. I always let them draw a picture to accompany their writing as well. THEN (and this is my favorite part), parents read the journals at home and write back to their child. Students absolutely love this and feel SO important! Not only is communication between home and school enhanced, but students are practicing writing to a real audience at the same time! Win-win!

Below I have provided some key points to remember when implementing Home Journals in your classroom:

1. Provide each student with a notebook that they will use throughout the year. I stay away from the coil-bound notebooks, as the pages tend to get ripped out easier.

2. Before you have students write about their week, brainstorm a list of what happened in class that week. As they think of ideas, write a point-form list on the whiteboard (here’s a great opportunity to teach about list writing!). If you skip the brainstorming session, you can expect many students to say that they have no ideas, or don’t know what they did that week. Please don’t skip this step!

3. DO NOT correct spelling or grammatical mistakes in students’ Home Journals, and ask that parents do the same. The goal here is just to write to an audience who cares what they are writing about. Encourage students to be descriptive and use their own voice in their writing, but please do not point out their errors.

4. Provide time on Monday for students to read the note from their parent, just in case they didn’t get a chance at home.

5. Tell parents about the goals of the Home Journal, and reinforce how important it is to write back to their child. Throughout the year, tell parents how much it means to the students when they read their responses.

**Since this blog post was first published, I’ve had many people ask what to do when a student’s parents do not write back. This can be upsetting for the child if he/she never gets written back to. If you have this situation occurring in your classroom, I recommend pairing that student with an adult who works in the school. Would the custodian write back and forth to a child? Or perhaps a librarian? There are likely many people in your school who would love the chance to be involved and make a student feel special.**

I always used notebooks with my students, but if you’d like to make your own books, I’ve created some cover pages that you can use. I also wrote a parent letter that you can send home if you wish to. You can download those HERE.

The post Using Home Journals to Enhance Communication appeared first on Shelley Gray.

This is a simple activity that I used with my students for years, and the majority of students mastered their doubles very quickly. If anything, I hope that this is an “a-ha” moment for you and provides an easy activity that you can do with your students, particularly when there are five minutes left in class and you need a quick activity!

I find that ten-sided dice are a great way to effectively practice doubles facts. Ten-sided dice include the numbers 0-9. Of course, for students who have already mastered their doubles facts to 10, you could use a 20-sided dice to increase the challenge.

Step 1: Give each student a ten-sided die and have him flip to a new page in his math notebook (I like students to keep a separate section in their notebooks/binders for mental math activities).

Step 2: Set a timer for 1 minute. I like to use the big timer on the Smartboard so that all of the students can see the clock counting down.

Step 3: Once you start the timer, have students begin the activity. Each student rolls his die and writes a doubles equation using that number. For example, if he rolls an 8, he should write “8+8=16” in his notebook. If he rolls a 5, he should write “5+5=10” in his notebook. Students keep rolling and writing until the timer stops. As students work, the teacher should circulate the room, glancing at students’ papers as they write. If you notice an error, just quickly point it out to the student and have him fix it up. If you are not able to see every equation by every student, don’t stress! It’s just practice.

Step 4: When the time is up, have each student count the total number of equations that he wrote during the minute. They can then show their data on a bar graph (I get students to draw their own bar graphs in their notebooks, but you could also make one and print it out).

NOW, the next time that you do this activity (I like to do it twice per week), have students first set a goal based on their number of equations last time. This is a great opportunity to discuss how to set a realistic goal. For example, if a student wrote 15 equations last time, 30 equations would not be a realistic goal for this time. But 17 might be a good goal! I like to get students to write their goal at the top of the paper and circle it before beginning (see second picture in this post). Then repeat the activity again, have them add to the graph for a new day, and reflect on the goal that they set. Did they exceed their goal? Was it realistic? How might they change it for next time?

My experiences with this simple activity have been fantastic. The 1 minute limit ensures that students are completely engaged for the entire time. Don’t worry – talking or fooling around won’t be an issue! They will be working like mad! Goal-setting ensures that they are only competing against themselves – no one else (this is also a great class discussion to have). The repeated practice has an amazing effect on mastering doubles facts! And lastly, students love it! I always like to make a big deal out of individual improvements (since they can see this on their bar graph after a few times), to help increase self-confidence. To increase metacognition, ensure that you are discussing this activity with your students. I like to say things such as, “Who has noticed that they are getting faster at doubles?”, “Which facts are you noticing that you just KNOW without even thinking about them?”, “Can you feel yourself getting better and better at mental math?” Conversations like this, that allow students to see their improvements, will excite your students (as long as you are excited about it too), and excitement about math is ALWAYS a good thing!

The post A Quick and Easy Way to Practice Doubles and Track Progress appeared first on Shelley Gray.

The post Salute: A Great Math Fact Card Game for Speed and Automaticity appeared first on Shelley Gray.

To celebrate spring, I have created an engaging set of Multiplication Math Stations. I feel so strongly about reinforcing multiplication facts whenever possible. Strategies are extremely important, but in my opinion, memorization is essential for the basic facts. These are the facts that students will be using for problem solving, division, and, in later years, for long division. When multiplication facts are memorized, these other tasks naturally become easier for your students. These Multiplication Math Stations were created to reinforce the most important aspects of basic multiplication including arrays, groups of, finding factors and products, recognizing multiplication as a short-cut to addition and much more. Keep reading to take a look at each station that is included in the set.

Multiplication Arrays: In this station students will practice using arrays to write multiplication facts, understanding that two facts can be created from each array. This station will also reinforce that the product of the equation is equal to the total number of dots in the array.

 Graphing the Facts: In this station students will use create and interpret a bar graph using the products of basic multiplication facts. Facts to 12×12 are practiced. {Keep scrolling to find out how you can get this station for FREE!}

 Multiplication Face-Off: Students will play this fun game in partners. It is similar to the traditional card game, “War,” where each student will multiply two numbers with the goal of collecting the most cards.

 Greater Than, Less Than: In this station students will use multiplication facts to create a “greater than” or “less than” statement.

 How Many Groups: Understanding multiplication as “groups of” is essential. In this station students will use a “groups of” mat to create an equation, and then practice drawing a “groups of” diagram on their recording sheet.

 Race to 500: It’s always great when an activity reinforces more than one concept. This station gets students multiplying AND adding larger numbers.

 Three Card Match: To truly understand multiplication, students need to see a multiplication equation as a short-cut to addition. This station will get students finding products and matching the addition equation to the multiplication equation.

 Find the Product: Students will get lots of practice finding products to basic multiplication facts (up to 12×12) in this fun station!

Find the Factors: In this station students will practice finding the factors for common products. This can be played with two students.

 Multiplying by 10 and 100: Seeing patterns in multiplication is important. In this station, students will learn how easy it is to multiply small or large numbers by powers of ten.

I like to store all of my stations in large zip-loc bags for easy storage. Game pieces can be stored inside a smaller bag and then put into the large bag. Remember to laminate the game pieces and instruction sheets so that they can be used year after year after year in your classroom. For the recording sheets, I like to copy enough for each student, clip them together with a paper clip, and store them in the zip-loc bag along with the rest of the station materials. Just a quick reminder – you will need to teach your students how to ensure that the materials are put away properly in the bag. You will also need to teach them how to use the paper clip and take out just one recording sheet when they are working at the station. Never take anything for granted if you want your stations to stay neat and tidy.

To get your own copy of all ten of these spring-themed multiplication stations, simply click HERE or on the picture below:

If you would like to try one station out for free before you buy the complete set, please download this FREE Multiplication and Graphing station, which is just one of the stations included in the larger pack. Just click HERE!

Enjoy!

Shelley Gray

The post Springtime Multiplication Math Stations {and a Freebie!} appeared first on Shelley Gray.