Fact Fluency in the primary grades can become a heated topic and for good reason. Let’s dive into it a bit together! Are you tensing up yet? Perhaps having a flashback to your own beads of sweat as you painfully aspired to beat the timer, not be the last rocket ship on the wall display still […]

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]]>Fact Fluency in the primary grades can become a heated topic and for good reason. Let’s dive into it a bit together! Are you tensing up yet? Perhaps having a flashback to your own beads of sweat as you painfully aspired to beat the timer, not be the last rocket ship on the wall display still firmly planted on Earth, or earn bragging rights on the playground? I believe that healthy competition is a powerful thing and can most definitely provide elevated results, however, if the terms for the competition are too far outside our abilities, it can ultimately be detrimental to our progress.

So how do we ensure that students are getting what they need in order to master fact fluency? Let’s take a look at what is really happening behind the scenes, when we solve a math equation! When a student goes to solve a math equation there is a lot going on developmentally! Students have to have an understanding for the quantity of the numbers, how the numbers relate to each other within the equation, the operation to be used , and appropriate strategies for solving. …and now we’re back to sweating.

Before requiring students to complete a timed page of math facts, we need to allow them to move through a developmental math fact fluency continuum. I am going to share this through an analogy. because…teacher. First, we plant the mathematical seeds of understanding! When we provide lessons for the concepts below, students begin to develop the foundation for their math careers.

In the primary grades K-2, we are able to plant these seeds when we introduce students to numbers through lessons, hands-on concrete activities, and games. Dice, dominoes, rekenreks, ten frames, and pictorial representations of numbers help students to quantify numbers. Walk into a kindergarten classroom, and you will likely find number representations from wall to wall. We continue this through first grade.

Repeated exposure to numerous formats creates connections that help students move from counting all of a set each time, to recognizing a set as a number without needing to count. (subitizing)

In this activity below, students are not only counting and building numbers, they are also able to see how they relate to the ten train pictured on the card as well as how the numbers relate to each other. A 7 is comprised of a six and one more cube, while an eight is comprised of a 6 and then 2 more cubes.

In this activity below, students begin to understand that teen numbers contain a ten and more. This beginning level of base ten builds a foundation for later with mental math in adding and subtracting large numbers.

Exposing students to the same concept in different formats creates those connections needed to move from concrete to abstract. In the activity above students are building a model, below they are able to see a pictorial representation of teen numbers.

Once the seeds of mathematical fluency have been planted, we are ready nourish the seeds through daily activities. Think of our classrooms as the greenhouses! We want to provide the best opportunities and environment for the seeds we have planted. This requires that daily accessibility to activities that nourish those seeds!

Number chats allow students to share their mathematical thinking with each other. Students focus on the process of solving and not the answer. These can be done on the board with or without a written response. Number chats allow students to gain insight from peers, reason through thinking that is different, and communicate their understanding.

In all of the examples below, the students share their thinking. When possible it’s great to make number chats open ended to ensure a good mixture of ideas and thinking!

Math lessons and independent math centers activities provide a vast array of formats and opportunities to grow that mathematical understanding.

Developmentally, students begin solving math equations by counting all of the numbers involved. Next, they are able to count on from one number to solve. Generally students stick with one tried and true strategy for solving before branching out to new strategies.

Number bonds further develop the understanding of number relationships. Beginning with a concrete model helps eliminate confusion and frustration. It also provides a visual opening the mind to mental math. Once students can visualize the parts of a number, they have the ability to decompose and compose inside their heads.

Once we see that students are solving successfully with one strategy such as counting on, we can then begin teaching new strategies. Allowing students to name strategies, practice them, and choose between them, ensures our little seeds will put down nice strong roots. Like with anything, we want to do this in a way that does not overwhelm, but adds to student understanding.

Math Methods Strategy Cards For Teaching

Games where students solve and compare equations, are a terrific way for students to practice strategies for solving beyond the concrete math tools. They begin to look for similarities, patterns, and shortcuts naturally.

Finally, it’s time for the payoff! Our little seeds have a strong root system of number relationships and math strategies. Rather than using one math tool or one math strategy to solve, students can analyze a problem to determine which strategy would best work to make the problem easier to solve. This is when our students are developmentally ready to take on the skill of memorization. If we push students to memorize answers before understanding, we cheat them of the important nutrients and roots needed to flourish! Although ready for the challenge of fact mastery, primary grades should not replace good teaching for a fluency program. Math fact fluency is a side to solid teaching! It will happen naturally all on its own.

If you have students that have shown they are ready to memorize and master their facts, check out THIS POST on math fact fluency.

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]]>When it comes to scheduling a masterful guided math block, there are some important factors to consider! Let’s take a look at six sample guided math schedules together and discuss the benefits for each one. If you are looking for just the right schedule for your own math block, I think you’ll find it here! […]

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]]>When it comes to scheduling a masterful guided math block, there are some important factors to consider! Let’s take a look at six sample guided math schedules together and discuss the benefits for each one. If you are looking for just the right schedule for your own math block, I think you’ll find it here! You can also grab these fun visual rotation icons for free later in the post.

Across the nation, I have encountered educators K-5 with a range from 45-90 minutes for a math block. No matter the amount of minutes that you have, we can find just the right math block schedule to maximize the learning in your room! Ideally we want to find 60-90 minutes in our day that we can devote to math. Some years, I had to use two separate blocks of time in my day to split up the components of math in order to get my minutes in. Other years, I had a nice long stretch of time, which allowed us to start and finish our math block within the same uninterrupted time frame. Either way, it can be done!

Before we start breaking down sample schedules, we need to understand the components that should be present in our math block . There are 4 over-arching components to the guided math block. The first component is the math warm-up. This is where we activate the brain for our lesson! The math warm-up consists of a short whole group activity to spiral review previous concepts building our mathematical reasoning, communication, problem-solving, and understanding over time! Math warm-up activities such as number chats, help students share strategies in solving problems. We want to allow about 10 minutes for a math warm-up activity in our math block. This is done whole group.

This is a time for you to spiral review your standards that you’ve taught, or that will need numerous repetitions for understanding. We want to review important math concepts daily disguised as fun warm-up games!

Let’s take a look at some second grade math warm-up activities. These are all open-ended, yet they will review important skills students need repeated exposure and practice to master.

From our warm-up, we move into a short powerful mini-lesson. The time spent on a mini-lesson ranges from a short 10 minutes to a longer 20 minute session. Keep in mind that the age, mathematical development of the student, and the complexity of the lesson will play a part in pacing and lesson length. In order to help keep the mini-lesson mini, we want to have a clear plan and stick to it!

Think of a mini-lesson as a way to introduce a new math topic through three channels. **Connecting** to the student’s understanding, **collaborating** as mathematicians to strategize, reason, and work, and **communicating** our understanding with peers and teacher.

Once you complete your warm-up and math mini-lesson, it’s time to meet with students in a small group lesson! In order to do this, we want to create a rotation system of workstations that the class can follow for a span of time each day. There’s many different ways to structure and schedule out this portion of the math block. Let’s find the one that fits your needs! Here’s some visuals to show different rotation options and schedules.

The flip-flop math block consists of two main activities happening each day simultaneously. This method allows teacher to take half of the students and dig deeper into the math lesson with a smaller group. The other half of the class is out at workstations during this time and then the two groups switch. I put suggested times for groups, but each teacher and his/her students would ultimately make that call.

In this structure, teacher is one of three workstations. For class sizes around 21, this can be an ideal grouping model. It allows students to spread out and work in collaborative groups, while also getting the important teacher time small group lesson. One tricky factor with this system is that student groups are still fairly large. There’s ways to make this work seamlessly, but it takes a strong structure and consistency. Teacher must set expectations for choices and procedures to eliminate disruptions.

This is a popular choice in splitting up class sizes of 16-24. (or larger in many cases) Splitting your class into 4 rotations allows students to experience math concepts in different formats and creates a well rounded math experience through this exposure. Like the other choices, this one focuses on students visiting the teacher table. Teacher can be a separate station pulling from the other three, or teacher table (small group) can be one of the 4 rotations.

For class sizes of 15-30, this is another popular choice. The benefits of a larger number of workstations, is the ability to create targeted differentiated small groups that are in fact SMALL. This is wonderful if you have an overly boisterous group and need to separate students to work together in ways that keep chaos and volume down.

6 rotations is a great choice again to allow for intervention and differentiation. It keeps larger class sizes in smaller collaborative groups. This amount of rotations is usually spread over days or the week.

If you’ve read my blog on math rotations before, you might know that I follow the acronym STACK. Each letter in STACK represents a workstation activity. Whether you want 2-6 station choices, is completely teacher choice! What the students are doing in those stations is also teacher choice! I found that the combination of activities below, helped to create a lower volume, less chaotic mathematical hum of productivity!

If you are looking for a visual system to pull together your rotations and keep yourself and your students on track, I have a customizable math timer rotation system! You can create the number of rounds, the time for your rounds, and the activity students go to by moving the pieces around! All of the transitions are built in so you just click play and you are ready to jump into math rotations!

If you are looking for the right resources to support guided math warm-up, whole group, small group, and workstations, I can help! Visit my TpT store HERE, and check out the gray custom category links on the left side! There you can find your grade level and type of resource you need. If you are a school or district looking for hard goods for guided math, you can find guided math lessons for K-2 HERE. Shoot me an email if you have any questions!

Here’s a freebie just for you! Put these signs on your tables or tubs to help students find and transition through math rotations each day. Click the picture below to get the free download.

If you are ready to get started in guided math and want to see these rotations further explained, check out THIS POST on making Math Rotations your favorite time of day!

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]]>One thing that I experienced and see consistently through the years is the burdened teacher’s heart. Our students are OURS. We lovingly adopt them into our hearts once they are seated in our classrooms. We fully invest in their joys, their burdens, their strengths, their weaknesses. Like a first responder, we carry our students’ burdens […]

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]]>One thing that I experienced and see consistently through the years is the burdened teacher’s heart. Our students are OURS. We lovingly adopt them into our hearts once they are seated in our classrooms. We fully invest in their joys, their burdens, their strengths, their weaknesses. Like a first responder, we carry our students’ burdens as our own. But our time with a student is not just a few hours for one day. It is 9 months (and years beyond). Our commitment is a wonderful, beautiful trait of a teacher. We must be careful that we are taking care of ourselves in order to take care of our students!

In an article regarding teacher job stress and burnout, by Schwarzer and Hallum, the following information seems to really bring to light a very real situation that every teacher will face in their career.

Burnout can be described as a chronic state of exhaustion due to long-term interpersonal stress within human service professions. It pertains to feelings experienced by people whose jobs require repeated exposure to emotionally charged social situations. Burnout has been defined as “a syndrome of

Emotional Exhaustion, Depersonalization, and Reduced Accomplishmentwhich is a special risk for individuals who work with other people in some capacity”Leiter & Maslach

Teacher’s cope with job stress many different ways. There are wonderful healthy support places online and offline that can uplift and recharge us! I’d like to share some information from a book I recently read called, The Heart Healer, by Cyndy Bartelli

In the book, Cyndy explains that many times people that experience heavy pain, burden, or stress whether it be from the past or in daily life, begin to accept it as **a new normal** rather than positively dealing with it. This pain, anxiety, and worry is quietly exhausting us. It impacts our health and well-being our relationships, and our ability to be the wife/mother/teacher we were called to be. Not only can we immediately and easily deal with our own heart healing, but we can do it for our children, students, spouses, and friends too. We can avoid the dangers of teacher burnout simply and easily.

I have had years of teaching that carried a heavy burden, but beyond that, I have had experiences as a wife, mother, daughter, and friend that have also hurt, broken, saddened, and burdened my heart. Many times well beyond my own coping skills. This impactful book full of triumph over heartbreak provides simple easy words to speak for healing. I have personally prayed with Cyndy in my home and experienced instant healing and joy where pain and brokenness was. Not only that, but my daughter has as well. Children do not know how to mask their issues, and the instant healing, hope, peace, and joy, that filled my daughter after a few simple words in prayer is something that I hope we can share with every hurting person! I bought extra copies of the book for my friends and family after seeing the power of the content transform our hearts.

Because this time of the school year is one of the hardest with parent teacher conferences, data and testing, and a packed schedule both inside and outside of school, I felt that it was important to share this with you my wonderful teacher friends! I would love to hear about it if you read the book and how it impacted your life.

I want to share Cyndy’s website too so that you can connect with her beyond the book!

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]]>Studying nocturnal animals is a way for us to reach the standards for demonstrating understanding of expository information by sharing key details through writing and illustrations. The exciting topic engages students and creates an easy avenue for scientific exploration, refinement of writing, and critical thinking. Supplies Needed To create the owl booklet, you will need 2 […]

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]]>Studying nocturnal animals is a way for us to reach the standards for demonstrating understanding of expository information by sharing key details through writing and illustrations. The exciting topic engages students and creates an easy avenue for scientific exploration, refinement of writing, and critical thinking.

To create the owl booklet, you will need 2 sheets of 12×18 paper, white glue, scissors, and the Nocturnal Animals Product. I make the brown construction paper booklet for students, but we work through the activities during class together.

Students add to their booklet as we go. The students’ final step is adding the owl pieces to the front when the entire project is complete. This keeps them looking crisp and clean. I learned the hard way that spider legs, wings, and other fun accesories added to the front of these booklets become tattered and lost over time if added at the beginning. #teachernightmare

You can choose to focus on owls as your anchor nocturnal animal, but there are also templates to incorporate other nocturnal animals for the booklet.

What I love about these science booklets, is that they are a perfect tie in to writing as well! I combine my writing and science time and spend about 30-45 minutes each day for a week doing these lessons. (Sometimes I take up to 2 weeks per booklet depending how in depth we want to go!) I begin with simple owl/nocturnal library books, videos, and google jr. searches to discover about them. Just one topic per day. For example we may talk about comparing and contrasting one day incorporating the Venn Diagram. We apply our new learning through partner sharing, group sharing, shared writing, and working on the activities inside the book. The next day we may talk about sequencing and tie in the life cycle.

Owl life cycle

Parts of an owl (attributes of an owl)

Owl adaptations

Nocturnal animal adaptations

Nocturnal vs. diurnal animals

Owls can, have, are tree map

Nocturnal animals can, have, are tree map

Owl facts

Nocturnal animal facts

All About Owls writing

All About Nocturnal Animals writing

Our final activity is always a synthesis of information where students write an expository piece on our topic. (Different writing lines included)

There are 16 science booklets like this one that I incorporate through the school year. At our Author Celebration (open house) at the end of the year, these booklets are raved on by both students, parents, and administration! After we become comfortable with the format, we find ways to work on them during independent stations when as well as during our writing and science times. Given simple non-fiction reading, students can research, form questions, and share out information for the different topics. You can grab the BUNDLE of all 16 booklets, or below I have linked all 16 booklets for you.

Apple Science

Watermelon Science

Pumpkin Science

Bat Science

Spider Science

Insect Science

Thanksgiving Past and Present

America the Brave

Magnets Force and Motion

Penguin Science

Dental Health Science

Weather Activities

Living and Non-Living Activities

Earth Day/Energy

Ocean Science

Owl & Other Nocturnal Animals Science

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]]>Math stations by standard allow students to engage in authentic and meaningful hands-on learning providing time to reinforce or extend their prior instruction. Rather than sitting in one long whole group lesson day after day, students engage in active learning building up their understanding of concepts through meaningful activities. Students to have repeated practice in different formats […]

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]]>** Math stations by standard** allow students to engage in authentic and meaningful hands-on learning providing time to reinforce or extend their prior instruction. Rather than sitting in one long whole group lesson day after day, students engage in active learning building up their understanding of concepts through meaningful activities. Students to have repeated practice in different formats with math concepts all through the year. Best of all, they are collaborative, interactive, and engaging!

In this post, we’ll talk about some of the most frequently asked questions when it comes to math work stations! You’ll also find pictures of math stations for each math strand. I have 15 math stations for each math strand available for Kinder, first and second. I will provide those links at the end of this post.

When done right, students beg for math stations and moan when it is time to put them away. Maybe this is why I hoard math centers more than any other teaching tool. Some teachers introduce stations each day and leave them in a choice tub f

or students to pull from over a longer period of time such as a month. Other teachers have a set number per week or per day and switch them out frequently. Although I know many teachers want to know which is better or which is right, I think that is something that each teacher has to decide based on the class’ behavior.

If you allow students to choose a math workstation activity, and you find that you are constantly settling arguments over which student gets a turn with which workstation, then you know that more structure and possibly less choice might be a better fit. If the opposite is happening and students don’t seem to have enough options and are less engaged, then you know that they may be motivated by having the opportunity to choose a workstation out of a menu or bucket. One method certainly does not fit all classes! A rule of thumb is to introduce one new station choice each day or couple of days and then watch how your students adjust to having options to choose from. Do you want everyone to do one designated choice per day or do you want students to self-select from a bank of learned stations? Your teaching style, number of resources, and class make up of personalities will all play into the best situation.

I know it’s daunting to think of how to teach new centers to your students day after day, but the routine of centers goes from being overwhelming to energizing once students become trained on routines and expectations. When you first begin, you will talk too much and introduce too long and run out of time. **We ALL do it**. It’s normal. We want our students to really understand and we know they will be away from us so we go over it and over it, and just in case we go over it again. We play out scenario after scenario until we finally get started to find that we just didn’t have enough time. This over-explaining is a phase. It will pass. Teacher will become more streamlined, students will become more familiar with expectations, and you’ll find that you can throw down a center introduction in less than 3 minutes.

Another frequently asked question is how many work stations should students have access to at a time? Should I make one of everything and expect a group of 4 to know how to share? Do I make everyone their own? What is the expectation? This is a great question! If you have a group of 4 students I recommend making 2 of each station game. This way partners can share in a game. If the game is not meant to be played with a partner, students will still be able to collaborate to complete the task together. The goal in a workstation is that students reason, explain, practice, and refine their mathematical understanding. Having a partner allows for this to happen naturally. If you have smaller groups you may only need one center, and likewise larger groups may require more copies of each game.

While I do not claim to know the perfect amount of time for a workstation, I do have a great way to figure it out! Tracking your class stamina, is something we all do constantly. We have our critical eyes out and about on our students watching and waiting on mayhem to ensue. This is because we know that we need to pounce on problems before they become pressurized pandemonium. That natural stamina that you witness during math rotations can guide you to the just right time!

If you notice that your class’ productive hum begins to break down after 12 minutes, then tighten your time frame to match that natural stamina. Pacing can rule out many behavior issues. We want students to have a sense of urgency. As the year progresses students need less time to do the same types of tasks because they mature in their skills and behaviors. We can adjust our rotation time to meet that maturity. I found that ten minutes in the lower grades was a good amount of time for a math rotation at first, but as the skills became more complex, more time was needed. I notice that teachers often over complicate math rotation times because they feel pressure to meet with struggling students for a longer period of time. In my experience, the strugglers needed the same amount of time as everyone and the longer we push, the more they fizzle out on us. Keeping our small group time short and to the point ensures that we see them daily and that it is a positive and powerful time together. We want our students to get excited about math and to want to come meet with us! Keeping them wanting more and meeting with them consistently for a shorter amount of time has a bigger impact over the course of the school year.

When we conduct a guided math block, we want students to experience mathematical learning in three ways each day. We want students to **work with the teacher** in a targeted learning group that meets their needs. We want students to **work with peers** collaboratively. We also want students to apply their understanding **independently**. Think about how students can hit those three targets in your routine.

Because the dynamic of our classroom changes year after year, we have to adjust our systems to match the new personality of our class each year. It’s ok to let go of things that aren’t working, and experiment with a new strategy when needed. Don’t be afraid to stop things and share a new routine, strategy, or expectation mid-day, mid-week, or mid-year! Letting students know that you are adjusting to meet the needs of the class is a great thing. Involving them in a problem is also great if they are developmentally ready for that. “Boys and girls, I have noticed that we are having a problem during our rotations and I think we should talk about what is happening and how we can make it better.” Then go from there!

**Where Can I Get more Math Workstations? **

If you are a hoarder like me, or perhaps an ultra organized teacher looking to expand your workstation library, here are the links to the kindergarten, first grade, and second grade stations by standard sets! These sets will give you 15 stations on each of the 9 math strands. That’s 135 math stations per grade level!

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]]>Grab your protractors and let’s talk about 4th grade geometry! Lines and angles are being served up in our 4th grade guided math geometry lessons! Problem of the Day A little bit of daily review and a little bit of test prep all rolled into one! It’s problem of the day! 20 different geometry focused […]

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]]>Grab your protractors and let’s talk about 4th grade geometry! Lines and angles are being served up in our 4th grade guided math geometry lessons!

A little bit of daily review and a little bit of test prep all rolled into one! It’s problem of the day! 20 different geometry focused questions are ready and waiting for your students as a great daily math warm-up.

Each guided math unit has a pre-assessment and a post assessment to help you establish small groups and target learning. #winning

Whether you need all 20 days or not, you’ve got standards-aligned (common core and Texas TEKS) and differentiated lesson plans at your finger tips. Pick and choose what works best or do all 20 lessons to create a powerful math block of whole group and small group instruction.

Every lesson has follow up activities designed to take students through the new learning. The lessons flow from whole group teacher directed instruction, to small group, student centered learning. Everything you need is included. (except protractors and students!) Student practice pages are varied and make use of real-life application when possible.

The format of the student practice changes so students don’t get bored or too used to only one format of learning.

Word problems are incorporated into every guided math unit.

Life is made easier with weekly quizzes to help you take a peek at how students are understanding the learning as you go!

Finally as the unit comes to a close, students go on a geometry review math hunt. This leads up to the included unit assessment. As students travel the room and work through the problems with a partner they are able to review the skills taught over the course of the unit.

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]]>You’ve probably noticed that color influences your mood, but have you stopped and considered how you can use color to enhance learning and influence mood in the classroom? Color can influence the lessons we teach and how our students receive them! Today we will explore how color can inspire attention, creativity, and effort in a […]

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]]>You’ve probably noticed that color influences your mood, but have you stopped and considered how you can use color to enhance learning and influence mood in the classroom? Color can influence the lessons we teach and how our students receive them! Today we will explore how color can inspire attention, creativity, and effort in a writing lesson!

We know that teaching writing can be challenging because it requires skill, focus, motivation, and inspiration. When students are tired, emotional, hungry, or distracted, we don’t get their best work. We can’t control many of the outside factors that influence our students, but we can use color to improve mood, attention, and inspiration!

**Creativity is contagious.** Color can spark creative ideas and leave students feeling refreshed and ready to write more than usual!

When it comes to colors that induce creativity, there’s no perfect shade. Each shade has a unique influence on mood. Today we will be looking at a writing lesson for October.

*This is a sponsored post. Tunstall’s Teaching Tidbits has received payment, trade and/or products from Astrobrights in exchange for promoting, however all opinions stated are my own. This post also contains affiliate links. I earn a small commission each time someone makes a purchase through one of my links, which helps to support the blog.*

In this lesson we will be using 4 gorgeous ASTROBRIGHTS**®** Papers* in yellows and oranges* to create a sunset.* *

Yellow: Creates a positive feeling, maintains attention, encourages creativity

Orange: increases alertness

The *Astrobrights *colors shown in this projects are Solar Yellow*™*, Galaxy Gold*™*, Cosmic Orange*™*, and Orbit Orange*™*.

When students are exploring new content or topics, we use literature, videos, articles, music…why not use color and art? As students learn all about the fascinating topic of bats, they continually process and organize their learning and begin synthesizing the information in order to write. When I introduce this lesson, I build up the grand finale to the art project as “getting” to write our expository bat facts. I love how it sets them up for the best writing piece of their little lives. The excitement in the room builds as the paper and bats begin to take over the room!

First, we do a quick paper tearing lesson. Pinch the paper with both hands (between your thumb and pointer finger) and tear down the center of the paper. We do this with each of our 4 colors.

Next, we layer from bottom up gluing each paper in a way that shows a good amount of each color.

The last step is to add the stark contrast of the night earth or bat cave using Eclipse Black*™ by Astrobrights. *

I have done this project no less than 15 times over the years in different ways. Each year I like to change up the bats we choose to use on the sunset background. Here’s a little sampling of three fun ideas.

If you would like a free download of this bat writing lesson, you can grab it on Teacher’s pay Teachers in my store! Find it HERE.

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]]>Win 2 Kindle Fire 7 Kid’s Edition tablets each with 47 of my interactive math games installed and ready to play! Watch the video about the giveaway and then click the link below to start entering to win! Giveaway ends Tuesday at midnight! Amazon Kindle Fire 7 Kids Edition with Tunstall’s Teaching Tidbits Interactive Games

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]]>Win 2 Kindle Fire 7 Kid’s Edition tablets each with 47 of my interactive math games installed and ready to play! Watch the video about the giveaway and then click the link below to start entering to win! Giveaway ends Tuesday at midnight!

Amazon Kindle Fire 7 Kids Edition with Tunstall’s Teaching Tidbits Interactive Games

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]]>If you are looking for place value lessons and workstations for your guided math block, I have some ideas to share with you! First, we want to start with our main instruction. Whole group math mini-lessons on place value followed up by differentiated small group lessons are available for grades K-4. Place Value Whole Group […]

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]]>If you are looking for place value lessons and workstations for your guided math block, I have some ideas to share with you! First, we want to start with our main instruction. Whole group math mini-lessons on place value followed up by differentiated small group lessons are available for grades K-4.

Each unit pictured below contains 19 whole group and small group lessons with all cards, games, and activities included for those lessons. These are standards-based lessons to teach place value to your students as the main instruction. (Kinder not pictured) The final lesson in the units is an assessment over the content.

Kindergarten Base Ten Guided Math

First Grade Place Value Guided Math

Second Grade Place Value Guided Math

Third Grade Place Value Guided Math

Fourth Grade Place Value Guided Math

After teaching the place value mini-lesson, we break out into workstations. This allows teacher to meet with students and continue the instruction in small groups with different levels of understanding. This small group instruction comes from the units above in the guided math series. The lessons and materials are all included.

While teacher is conducting small group instruction, the rest of the class participates in workstations in the room to both collaboratively and independently work on math concepts and skills. This allows everyone to be an active learner throughout the entire math block. Here are some place value workstation options for grades 1-4

Below are the math workstation resources for each grade level 1-4.

First Grade Place Value Math Centers

Second Grade Place Value Math Centers

Third Grade Place Value Math Centers

Fourth Grade Place Value Math Centers

Technology allows students to apply their understanding in new ways that can be highly engaging for students. Here are 5 place value interactive games that cover first grade standards.

Whether we want to kick off math with a place value number chat, take a grade on independent practice, or wrap up the learning with an exit ticket, supplements are always handy! Place value math supplements are available for grades 1-2.

Kinder has math supplements numbers 11-20 and other sets that will provide the same helpful practice. 3rd and 4th have problems of the day sets inside of the guided math series at the top of this post. Below, you can find the math supplements for 1st and 2nd.

First Grade Place Value Supplements

Second Grade Place Value Supplements

K-2 grades also have seasonal workstations that include place value in a spiral review template through the year month by month.

Kindergarten Monthly Seasonal Centers

First Grade Monthly Seasonal Centers

Second Grade Monthly Seasonal Centers

If you are still looking for more info on guided math, check out this post all about small group instruction!

The post Place Value Lessons and Workstations appeared first on Tunstall's Teaching Tidbits.

]]>When implementing guided math, there are many choices each teacher makes to meet the specific needs of his/her class. When a team of teachers implements guided math, chances are none of them do it exactly the same way! While this is great for differentiation, it can also make new teachers uneasy! To help all teachers […]

The post Guided Math Resource Solutions appeared first on Tunstall's Teaching Tidbits.

]]>When implementing guided math, there are many choices each teacher makes to meet the specific needs of his/her class. When a team of teachers implements guided math, chances are none of them do it exactly the same way! While this is great for differentiation, it can also make new teachers uneasy! To help all teachers better understand some of the guided math resource choices, I created this little video demonstrating some of the components of guided math. Whether you are a guided math guru or just starting out, I think you’ll find some helpful items to fill your math block!

Whether it is day one or day 101, it’s always a great time to implement guided math! When I first began I did so mid year and never turned back! If you are looking to implement or just want to have some free information on guided math management and structure, grab this free launch guide!

I have resources for guided math for grades K-4. Be sure to check the back of the free download for clickable resources to all 5 grade levels!

You’ll also find guided math standards overview guides so you can see the standards alignment for every lesson in your grade level!

The post Guided Math Resource Solutions appeared first on Tunstall's Teaching Tidbits.

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