Math Minutes

1A) Would you say your classroom teacher is a constructivist? Why or

why not? Give examples to support your answer.
After observing my classroom teacher, I would say she has many
qualities that make her a constructivist teacher. Constructivists desire
for students to form their own understanding of topics and concepts,
rather than being told the answers and formulas. My teacher displays
this form of thinking by encouraging students to share their thinking.
When observing her classroom, you will hear the words share your
thinking many times throughout the day. Sometimes these young first
grade students will even look at their classmates and say, you stole
my thinking! Hearing these thoughts and comments shows me that
the students are highly encouraged to develop their own thoughts
instead of being given words and ideas to place in their minds.
Constructivists create situations that allow students to respond to
questions that engage mathematical thinking. The teacher shows a
concept to the students, and then she gives them time to respond. She
writes their thinking on the board, an anchor chart, or shows it through
physical representations. All of these models enhance the students
thinking and responses. My classroom teacher not only shows the
students thinking while they are discussing new concepts, but she also
gives them opportunities to discover ideas on their own. After the
discuss the lesson and new material, she allows them to work on their
own or in groups to further explore the new ideas. After this exploration
process has taken place, students then rejoin the teacher at the carpet.
They begin to discuss even further what they have now discovered
during their opportunity for practice. All of these methods show me
that my classroom teacher is a constructivist, because she desires for
the students to learn, explore, and create their own theories and ideas
when learning new math concepts.
2A) Choose a math lesson from your class and make a list of 3 possible
childrens books to enhance/enrich the lesson.
One math lesson that was taught in my class was called Crayon
Puzzles About More. This lesson aimed for students to be able to
identify which set of objects has more than the other set of objects.
They first find number combinations that that make the given number.
After identifying the numbers they want to use, they are then told
which color object has more than the other. The students must identify
which color and number are associated together, resulting in
knowledge of which set of objects has more than the other. This
concept goes hand in hand with greater than or less than. Three
different childrens books that can be used to accompany this lesson
are titled, Alfie the Alligator by Sandy Turley, More, Fewer, Less by Tona

Hoban, How Many Snails? by Paul Giganti Jr. The three of these books
address the concept of which is more? from different approaches.
Alfie the Alligator teaches students the concept of comparing numbers
to be greater than, less than, or equal to by only allowing his friends to
eat the bigger numbers. More, Fewer, Less shows images that have
different items of different quantities found in the picture. These
pictures would provide great conversation for the class to discuss
which item is larger than the other item on the page. The final book,
How Many Snails?, has illustrations with different objects, colors, and
quantities found on each page. This page could be a great visual aid
for teaching the section of the problem that discusses which color has
the greater number. All three of these childrens books could be great
assets to the teaching of this lesson.
3A} Make a t-chart of both summative and formative math
assessments used in your classroom.
Formative
Hand signalsstudents giving a
thumbs up when they have
thinking to share or when they
understand a concept.
Think, Pair, Sharethe students
have the opportunity to think to
themselves, pair with a partner
and discuss, and then share
thinking with the class.
Observationthe teacher will walk
around the room during math
activity time to observe the
students work and thinking.
These observations give her an
idea of what is being learned and
what needs additional work.
Practice worksheetswhile some
worksheets are summative
assessments, other worksheets
can be used as formative to give
the teacher insight on how the
students are doing in their
understanding and what needs to
be improved.
Math activity gamesthe students
apply their knowledge through
games individually or with
partners

Summative
WorksheetsStudents fill out
worksheets at the end of a lesson
to display their understanding
Chapter testsStudents take a
test at the end of a chapter to
combine all new knowledge and
exhibit the understanding.

4A) Make a list o f technology observed and how it is used in your

math class. Develop a chart to indicate:
Is it contributing to the learning goal?
Is it for individuals or small groups?
Other information
Through my observations at Trace Crossings in my first grade
classroom, I have not observed technology being used for class time in
math. The teacher uses manipulatives to demonstrate thinking and
ideas, but she has not integrated technology while I have observed her
classroom.
Is it contributing to the learning
goal?
Is it for individuals or small
groups?
Other information

Technology has not been used,

which does not allow it to
contribute to the learning goal.
The technology would probably be
used in small groups, but while I
have observed, it has not been
used.
The teacher I observe does not
use technology that often during
her day. The most I have seen her
use it for is for brain breaks.

1B) Create a chart of talk-moves that you observe your teacher using
in one column and ones that you try out in the other.
Teacher Talk Moves
RevoicingThe teacher listens to
the students ideas or thinking, and
she repeats it after they voice
their thoughts. When
demonstrating with the rekenrek,
the students would share what
they thought would make 10, and
the teacher would restate it as she
was moving the cubes.
ReasoningWhen a student would
share a thought about why they
wanted to combine the two
numbers they stated, the teacher
would ask if they agreed or
disagreed with that idea. Students
were able to build the thoughts

Try It Out Talk Moves

RevoicingWhile teaching my
lesson to the class, I restated
some of the students statements.
This allowed them to hear the
ideas more than once.

RepeatingWhen working with a

small group at their table, I asked
students to restate what their
peer said. When discussing which
object was more than the other, I
had students to explain why the
one color would be the correct

and thinking and continue

discussion about making 10.
Adding OnThe teacher would
ask students to continue the
discussion or problem. By not
cutting the conversation, the
teacher created an atmosphere
that encouraged group discussion.
WaitingThe teacher gives ample
time for students to respond.

answer. This also helped me

understand what was going on in
the students mind.
ReasoningWhile teaching
students about which color or
object is more than the other, I
would ask students if they agreed
or disagreed with their peer. This
allowed for deeper conversation.

2B) Based on the current content being taught in your classroom,

choose a childrens book, read it to a group of students, and discuss
with them the math concept presented.
This Math Minute is the one I used for my activity plan. I read Ten Black
Dots to a small group of students, and then we discussed how each
page made the total number it received. For example, if the number
was 6, we discussed how they arranged the dots and why it counted up
to total 6 dots. I tried to emphasize how to count on when finding the
total number of dots, and I also tried to discuss different ways dots can
be arranged. After we discussed the book, I then gave them black dots
of their own. They arranged the dots in whatever pattern they desired,
and then we discussed how to count the dots. This allowed for a handson opportunity to arrange dots and count on. While teaching this
activity to students, it proved to be too simplistic for the students. It
was something they had been discussing in class, but I taught this
activity towards the end of their learning this concept. Because they
had gone over this concept for a longer period of time, they were fully
knowledgeable how to count on.
3B) Find a song/poem related to math concept being taught in your
class and teach it to a group of students.
During my time at Trace Crossings, the classroom I am observing has
been learning what is more or less than one another. When trying to
understand this concept, children also need to understand what
greater than or less than means. The poem that I taught some
students accompanied this concept of greater than or less than. The
lyrics state, Mr. Gator likes to munchjuicy numbers for his lunch.
Small numbers make his belly sore. Big numbers make him shout for
more! When Mr. Gator takes a bitelarge numbers feed his appetite.
This poem teaches the students that when the gators mouth is open,
he wants to eat the larger numbers. The students enjoyed learning this
poem and applying it to their math work, because it added a fun

aspect to what they were doing. They are able to say the poem in their
head or out loud in order to refresh their memory what the poem
taught them. This poem is a great addition for the students to know,
because it is something they will remember for a long time. It helps the
content stick in their mind more and gives them a deeper
understanding of what greater than or less than means.
4B) Play an investigations games/pre-made task with a group of
students.
When working with a group of students, we reviewed fractions and
what they mean. As an investigations game, we did a task where the
student would roll a dice and notice what number he landed on. If the
dice was a 3, he would color in 3 consecutive blocks on the sheet of
paper that I had given him. Once he colored in the 3 blocks, he would
then figure out what fraction of the blocks he colored on the entire line.
This visual representation of fractions helped solidify what fractions
were and how they make parts of a whole. It provided for
conversations such as why 3/3 equals 1. This student understands the
task at hand and did so with enthusiasm. He completed the entire
fraction investigation and asked some questions as we went along.
This game provided opportunities to continue exploring what fractions
are and gain a deeper understanding.

Design for Learning

Activity Plan- Math
Instructor: Rebecca Hastings
Level: First Grade
Lesson Title:
Counting On Black Dots
Curriculum Area: Mathematics
Time: 20 minutes

Grade
Estimated

Standards Connection:
Relate counting to addition and subtraction (e.g., by counting on 2 to
add 2). [1-OA5]
Learning Objective(s):
When given thirteen black dots, students will group the dots together
and correctly count on to find the total number of dots.
Learning Objective(s) stated in kid-friendly language:
I am going to give you black dots, and you will place them in a group
and use the counting on method to find the total number of dots.

Evaluation of Learning Objective(s):

After reading Ten Black Dots and discussing grouping and counting on,
students will be given twelve black dots and asked to place them
however they would like. They must group some of the dots. Once they
have made their pattern, they will use visual grouping and counting on
to find the total number of dots they were given.
Engagement:
The teacher will read Ten Black Dots to engage the students in learning
about counting and visually grouping dots to count. The teacher will
inform students how to use grouping to count on. Hello students!
Today we are going to learn how to use grouping to count on. I want to
read a story to you first to introduce this idea! Everyone turn on their
listening ears and carefully listen to the story! The teacher will then
read the story. Wow! You were great listeners during this story! What
did you notice about the dots? What did you observe while I was
reading? Did you see how dots were grouped together? Did you notice
how the dots were found in everyday activities? Can anyone give me
an example of how numbers are used in real life? Are you ever able to
observe items grouped in numbers? Those are all great observations!
We are now going to discuss how to we can visually group items and
let that help us count.
Learning Design: (Activity)
The teacher will go through each page of the book and ask students
how they saw the dots grouped. She will discuss the groups and how
the students can take one group and count on to figure out how many
there are total. Now that we have read through the book and discussed
numbers that you see in your everyday life, we are going to go
through each page of this story. I want you to tell me how you visually
group these dots together to see how many dots there are total. When
looking at the page of three dots, how do you count them? Can you
visually see it without counting, or do you individually count the dots?
Great thinking. Now on to four dots. What do you see when you look at
this page? That is very interesting. I have never seen it like that
before! What about five dots? What is different about the two ways
they grouped these dots? Do you look at them the same or differently?
That is very interesting. The group of six shows us something I want
you take think about. How many dots are on each page? (Three). How
many does that make altogether? When looking at the first page, you
immediately see three dots. Did you think about the fact that instead
of individually counting all six dots, you could see the first three dots
and then count on the rest? Those are all great comments and
thoughts! Now we are on the page with seven dots. How do you
visually see these dots? How did you count them? Did you use a
counting on method? When looking at the page of eight dots, they

have them grouped in three different sections. Did that make it harder
or easier to count the dots? Wow! I am very impressed with your
thinking! The group of nine is very similar to the group of eight. Did
you see it the same way or differently? Did you want to count each dot
individually, or did you use the counting on method? How did you
visualize the piggy bank dots? This one is different than all of the
others we have looked at. Finally we make it to the group of ten. What
method did you use to count these dots? I am so proud of all of you for
thinking so hard about these dots and how to count them! I want to
discuss a little further how we can group images when counting. The
teacher will then pull out some of the grouping cards and use them as
examples for the students to see. They will discuss how to visually
group the dots, know the number, and then count on from there. I
want you to look at this card. I want you to think about how many dots
there are total. When you have an answer I want you to silently give
me a thumbs up on your chest so I know that you are ready. How
many dots do you see on this card? Has everyone had time to think
about this answer? That answer is correct! How did you get to that
number? Do you see how you can group these dots into a group of
four, and then use counting on to find the final number? Counting on is
a great way to make math a little simpler for us when adding! Lets
look at another card to try counting on and grouping. Take a minute
and think about this card after I flash it in front of you. How did you
group those dots? How did you get to your final answer? What does
counting on look like in this scenario? Great job friends! You have done
very good with counting on and grouping these dots.
Assessment
The teacher will now give the students 12 black dots to arrange on
their own. They will place them in a pattern with different groupings.
The teacher will then listen to their thinking on how they grouped the
dots, how they counted them, and what their final answer was. She will
assess to see if they understand grouping visually and counting on.
Now that you have done so well talking as a group about these dots, I
want you to try it on your own! I am going to give you some black dots,
and I want you to place them however you would like. You can group
them together, place some separately, or just put them however you
are visualizing it. I want you to them think about how many dots there
are. I am going to ask you how you grouped them and how you got the
final answer. Did you count on or how did you come up with your final
answer? Let students do their task and talk to them once they have
worked through it.
Closure
The teacher will readdress the dots from the book and how they were
grouped together. She will give a summary of what they have talked

about. You have worked very hard today and done well with learning
how to visually group objects and count on to find the final answer!
When we read Ten Black Dots we saw several different ways to group
dots and see them in real life. By grouping things, we can spend less
time counting to find an answer. What are some more ways you can
visually group items in your everyday life? Those are all great answers!
Thank you for working so hard and learning about grouping and
counting on!
Materials and Resources:
Ten Black Dots by Donald Crews
Black cut out dots
Grouping dot cards used in class