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here. Just type student names and print.
At the start of the school year, every student gets a few things that they'll keep in their binder all year. We keep all loose sheet resources and games in page protectors.
I give them this Number Words reference sheet, as well as a copy of Coin War and coin war cards. This is the default game for my Sub lessons and whenever there is a need to keep them busy for a moment while I deal with an issue.
This is what it looks like when they play. Sometimes I have them use a number line and game marker pieces to show where each amount on their card falls (this can be really helpful for some students that have trouble deciding which amount is greater).
Roll and Write (Math Fact Fluency) Materials:
Some teachers use lined paper (notebooks) for students to do their fact fluency, but I have come to prefer these packets that I made. I actually like students to write in a lined notebook (is that crazy?), but for some reason, this fits my brain better lately....The Roll and Write packet is stored in their Math Binder.
here and the 1-6/6-12 digit dice here.
I've learned that not all timers are created equal. The timer I use is PERFECT for me because:
a.) it is big enough to see from the back of the room
b.) it has a light to make it stand out
c.) it gives a 1 minute warning
d.) it visually counts down by the second
e.) you can choose to have the audio (this one is a "beeper") or not.
You can find it here.
At the beginning of every year, I give explicit instructions on what Roll and Write should look/sound like. Students need to hold the dice in their hands, put their wrist down on their desk and open their palms. I've discovered there is no reason to roll or shake the dice (sometimes kids like to shake dice for 30 seconds...time wasting). After the dice are rolled, they ARE NOT ALLOWED TO TOUCH THEM. For some reason, I've noticed lots of kids that like to adjust their dice and make them side by side or perfectly aligned so the number isn't upside down. Doing this each and every time adds up. I demonstrate why we don't roll dice, drop them from above, or waste time making them 'look pretty' (I make a show of it, dropping dice all over, acting silly...acting is such a big part of our job, isn't it?).
Motivation plays a big factor in a successful Roll and Write implementation. I sometimes use Matthew Cando (get it? Math-you-can-do!) as a motivator. I got him at a district training a few years ago and the kids LOVE him. He has a cute robot voice and likes to sit on the desk of someone who had a CAN-DO attitude during Roll & Write.
When a student completes 3 days (does NOT have to be consecutive) of 30/30, I move them on to the next set of equation types on my checklist and write the date they started the new skill. I put names in alphabetical order to make it easier to find them when updating their set.
Drops in the Bucket (many teachers in my district do as well). I like that there isn't a day (i.e. Monday) written on the page, which can be confusing if you're asking them to do as much as they can and not worry about what "day" they're on. I also like that they have different levels (in my 2nd grade class, I use levels A-C with various students). I personally like Drops in the Bucket because it has such an extensive selection of types of problems and I love that the different levels are really differentiated while the format stays the same (which is super helpful when students use it in the next grade level). I should mention that the company is NOT compensating me in any way (and they have no idea who I am for that matter) for promoting them, I just like their math resources that much :)
IMPORTANT: While students work, I roam around with that red pen I was just using during Roll and Write. I underline or circle mistakes and walk away so they have to figure out what they did wrong right away. If a student reaches the bottom of the page before the 5 minute timer goes off, they TURN THE PAGE and keep working. When they finish their whole packet, they turn it in so I can have a thorough look at it. I correct any other mistakes I wasn't able to catch during my roaming, and write which page numbers they need to fix on the front of the packet. They might turn that packet in 2 more times before all of their corrections are done, but it doesn't ever go home with uncorrected mistakes in it!
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Ready for the second Math Workshop post? You can find it here.