Gahhh Another Quiz?!

That's okay, though. I did vote for it to be on Wednesday.

Today we had to model the compare questions.
So this is what I have:

Compare Quantity Unknown:
Juan has 5 marbles. Connie has 8 more than Juan. How many marbles does Connie have?

Count out 5 blocks for Juan and count out 5 blocks for Connie. Then count out 8 more blocks and add them to Connie's 5. Count up Connie's total blocks for a total of 13.

Compare: Referent Unknown:
Connie has 13 marbles. She has 5 more marbles than Juan. How many marbles does Juan have?

Count out 13 blocks for Connie. Then pair up Juan's blocks until 5 of Connie's blocks are not paired up. Count Juan's blocks that are paired for the total of 8.

I'm still practicing though! :D

More to come, hopefully! :)

Self -Eval

I think I get a 2. I don't think I've missed a blog, and I try to make my blogs meaningful and as enjoyable as I can get them. Haha! It try.

We had a quiz today! And I think I got all correct! Ta da! If only I could just remember my answers...

Working on getting ready for Quiz 2. I've been try to write out everything I do for math to get use to explaining everything I'm doing using words. I find that to be rather difficult. But I'm getting better at writing it all out. The one I struggle with most is counting strategy. Surprise, surprise! :) I'm becoming more comfortable at writing it though.

Practicing for Quiz 2

Alright, I'm practicing for quiz two. Although, I should be practicing for quiz one. But whatever. I'll get there hopefully. Haha! :) I'm trying.

So for today's problem:
James had 5 clay animals. During art, he made 9 more clay animals. How many clay animals does James have now? (JRU 5,9)

Direct Modeling:
A student counts out 5 blocks. Then, they count out 9 more blocks and puts the two groups together. The student will then count all the blocks together for a total of 14 blocks.

Counting:
The student counts up from 5 using their fingers, starts at 6 until they have 9 fingers up, which totals to 14.

Meh... that one was weak.

Derived Fact:
Is this one right?? I couldn't hear what was said in class. :D
10+5=15-1=14=9+5

I don't know how to write it out. Sorry...

Next attempt!

Abubu had 12 stickers. He lost 4 of them. How many does he have now?

Direct Modeling:
The student will count out 12 blocks. Out of those 12 blocks, remove 4 blocks. Count the remaining blocks for a total of 8 blocks.

Counting: (eeekkkk.)
Put 12 into your head, and count down from there using fingers. 12 (in head), 11 [1], 10 [2], 9 [3], and the answer is 8 [4].
I don't know how else to write this problem! The counting ones are tough stuff.

Derived Fact:
Um, for this one can you do 10-4 is 6, add to more for 12 and the answer is 8????

My head hurts.

I Can't Think of a Name for this Blog...

So, I wrote my own set of questions. I'm rather proud of them. :) But, I had trouble writing them without trying to cheat and look at the chart. But, I ended up doing that I know I'll get better at writing them with more practice. I'm not really good at memorizing what they are with the labels. However, I am trying to learn them. It's going to take me a bit. I'll get there... eventually.

I found myself surprised that I was frustrated with the problems given to us on the board. I thought it would be easy to solve the problems in as many different ways since I kinda know them! I guess I don't know them as well  as I thought. I'm trying not to look back. I want to get them ingrained on my brain. That I hope will come too. Haha!

I'm getting overwhelmed with alot of my classes and all of the projects and homework and lesson plans and crap that has been assigned to me. This class is actually a sigh of relief in my book. It hasn't been overwhelming, which I am amazed because before the class started I thought it was going to be one of my toughest. I'm glad its not. I need to like math again. :)

Finished!

We finished the box chart! Ta da! One word can describe the feeling: relief! Oh shoot, that reminds me I have homework... Anyways, we finished! I wanna give that problem sheet to other teachers and see if they can figure it out. Haha! I bet they would struggle, especially since that probably haven't "taught" math in quite a few years, thanks to scripts.

I want to see math in my kinder class. But, I have a feeling its similar to what's being taught in writing ... how to write numbers. But, I guess you have to start somewhere! I was in my teacher's storage room today and saw a whole bunch of boxes of envision math. She mentioned that she taught it, but I wonder how well it goes? Especially since its kinder and the kids are all over the place and envision math is soooooo restrictive. I don't think envision math would be taken so strictly in kindergarten. But, I'll ask. I got my first math/picture book for my library! It's awesome! It's about counting and adding, and even subtracting using bugs! Love it!

Row Labels

Okay, so for my row labels, I have:
Receives - Questions 1, 10, 2 because he is/will be receiving gummy bears
Gives - Questions 6, 4, 8 because he is giving gummy bears
Keeps - Questions 5 & 11 because he is keeping the gummy bears, not giving away or receiving
Compare - Questions 3, 7, 9 because he is comparing his amount with Lisa's amount

And that's it so far. I don't think those sound right, so I'll check again. Also, when I get chance, I'm gonna look for column labels and what possible three themes can be happening in the story problems.

All I can say about today is: Thank goodness for erasers!

Rather Frustrating

So, today in class we were given eight pairs of math problems. Out of each pair, we had to select the more difficult problem. Okay. Fine. That wasn't so bad. The following activity was (and is) rather difficult. We were given 11 problems, all similar content. It's frustrating. I don't know what criteria to judge these problems off of. I'm hoping to talk with some friends who can help me out. Addition, subtraction, etc. are not acceptable criteria. I'm frustrated.