## Sunday, August 6, 2017

### 3 Reasons Why Divisibility Rules Rule

One of the things I teach early on in fourth grade (and review with my fifth graders) is divisibility rules. I run it right behind factors and multiples, and while it may seem like one more (choose your own naughty word) to get done, and it isn't on the test, having them down will make life simpler for you and your kiddos down the road. How's that, you ask?

1. They make multi-step long division less intimidating. If a child can know that 4,392 divides evenly by 2, 3, 6, and 9 without any arithmetic, doing 712 divided by 3 seems not so bad. Also, a kid can know pretty quickly if any division problem you set is going to have a remainder, which makes a nice control of error. It's helpful, too, when the fifth graders are doing the really big problems and they have to estimate before they multiply.

2. They make simplifying fractions easier. Being able to quickly find factors of large numbers can make fraction work go soooo much faster! That's a skill that does a lot for kids' math self-image, too, at a time that they really need it. Fractions can be overwhelming; any tool that helps with that is a teacher's friend!

3. They feel like a cheat,which makes them fun! My kids love taking great big numbers and being able to tell me by what numbers they can be divided. It gives them a sense of power and a laugh because it's so easy. They're also a go-to strategy for some of the complex Math Olympiad problems I set for their group work.

So, what are these rules?  Since mine is a flipped classroom, I put together a video lesson on them:

You'll find lots of resources online for the kids to practice with. In my room, I use (Note: these aren't affiliate links and I don't actually know these sellers. There are the things I really use!):
a set of ChiliMath task cards I really like (Find them on TpT here.)
a pick-and-flip center I found here I love the instant feedback on these!
and an inexpensive game my kids really enjoy here.

I also created a set of task cards that include a deck of Boom Cards, paperless, self-grading task cards. Click on the card below to try a preview of the Boom deck!

Still like printable task cards best? You'll find them in my store, here.
Divisibility rules make life easier! Don't forget to pin this for later!

## Saturday, June 24, 2017

### Wait...Digital Task Cards That Check Themselves? Boom!

Holy cow, I'm in love.

I've been diving into getting my math stuff ready and into Google Forms, Drive, and Classcraft and creating menus in order to up my differentiation game. I was tooling around on Pinterest and noticed a definite uptick in pins about using digital task cards. I was curious. (You know, because I really need more stuff to manage right now. *Insert eye roll*) But then...

BOOM!

I clicked through a blogpost and found Boomlearning.com On it I found not just digital task cards, but a system that monitors my kids' progress for me and rewards them for their work. For free.

I've been looking for a replacement for IXL. One can only bootleg so many free trials before someone catches on. I do pay for a teacher Quizlet account and like it, but I need something that gives me a little more specific feedback on who gets what and who doesn't. Boom Cards can do that.

We're 1:1 in my district, but if we weren't, the Boom Cards work on the interactive whiteboard as well as on things with iOS and Android systems (for you with BYOD). Like I said, there's a free option, but the paid versions are very reasonably priced. With multiple classes, I can create a classroom for each of my math teams (and reading group, if I get that ambitious) that allows me to differentiate. Woo-hoo!

A teacher can find Boom Cards on TpT and in the store that's part of Boomlearning. I played with some freebies and found others that were cheaper than what I'd pay for a set of printable cards (which would have to be printed on cardstock and laminated). There aren't a ton of sellers yet, but more are sure to come. Even the free version gives you access to the studio that lets you make Boom cards of your own.
Update: I gave the studio at try! Click the card to try a preview!

Don't forget to pin this for later! You'll be glad you did!

## Saturday, July 16, 2016

### Brag Tags for Big Kids? You Bet! (I've Got a Freebie to Prove It!)

I am not a treasure box teacher. Even as a mom, I've resorted to bribery only a handful of desperate times. I'm not a giant fan of junk food - garbage in is garbage out - and, frankly, I don't have time or money to fill a box. Besides, should we really get food and prizes for doing what we're supposed to do? If that's the case, then I want a margarita machine next to the afternoon sign-out book. Just sayin'.

Still, it's nice to have something small, inexpensive, maybe even subtle for a pat on the back. I already have a stamp for the kids' agendas to use when they meet a goal. Enter brag tags. They've been all over Pinterest and TpT. Cute, little tags that the kids can collect to document wins of all sorts... only they're mostly geared toward primary kids.

I've seen posts on some Facebook groups, with people asking if brag tags would work with upper elementary. Umm... yeah! My kids will love them. My disorganized kids will lose them, but that's only a very few kids and that doesn't mean that they didn't appreciate them. (Really.)

Since my kids travel between me and their homeroom teachers, rather than get the silver ball necklaces to keep their tags, I'm going to get the bracelet-sized ones. (\$12 shipped for a hundred from Amazon .) and they can be clipped into the three-ring binder or run through the zipper of their pencil cases. I've seen some way cute tags with colored backgrounds, but I've got about 50 kids, so I'm thinking that, in general, I'll keep the backgrounds clean to save ink. I'll print these at home, since we don't get color copies at my school, on white cardstock, laminate, and hole punch them. Easy-peasy! I'll pick up a couple of plastic sorting containers at Hobby Lobby or Michael's to keep them neat and organized. I'll probably pop the lids off of them to make it all fit better.

So, I've set to work creating some tags for big kids. Kahoots are a big deal in my room full of fiercely competitive gifted kids. Closest thing some of them come to a contact sport. Here's one to commemorate a win. Just click the image to get a full size, printable copy!
Need more big kids' tags? I've got a growing bundle at my TpT store! So far, you'll find:
• Homework club for each month
• 100% on math quiz
• Science accomplishment
• 40 book challenge milestones
• clean desk
• May the Fourth and Pi Day (Totally holidays in my classroom!)
• Perseverance, flexible thinking, being helpful, and being a team player.
It's a growing bundle, so while it's at 25 pages of tags now, I'll be adding tags as I find I need them and get them done.

Yep. These will be fun! Don't forget to pin this to save it for later!

Thanks for stopping by!

## Monday, June 27, 2016

### Getting Kids to Organize and Record Their Math Thinking

Even though I teach gifted kids, I run into trouble getting kids to show their thinking as they work some of the demanding math tasks I set them. Notice I didn't say showing their work. I encourage mental math, so I don't need kids to write out their arithmetic, unless they're practicing a brand-new skill. Besides, that's not what these tasks are for.

It's not always easy to find problems that require these kids to stop and organize their thinking. I use problems from the Math Olympiad Contest Problems (Find it here.) to provide enough challenge to make my students stop and think about strategy. Monday through Thursday, one of the math centers is a challenge problem. The next day, we engage in a whole class Math Talk to look at answers and strategies. They drive my fourth graders (who are in the first year of the gifted program) nuts, particularly, because they're so focused on getting done and being first that accuracy can get kicked to the curb. It takes a while to learn that doing it twice is frustrating and relatively uncool and that taking time to organize their thinking before engaging in endless (and often inaccurate) guess-and-checking saves a bunch of time and trouble in the long run.

Having gone through this process, my fifth graders have learned that stopping to look for patterns, math rules, and strategies is the way to go. They think the problems are fun and do a really good job with them.

Students for both classes turn in a sheet on Friday with one of the week's problems documented. They are required to provide a visual representation along with the steps of their thinking and proof that they're correct. It looks like this:
Yep. It's pretty simple. My fifth graders are also pretty adept at choosing a visual representation that helps them organize their thinking. This is the anchor that's in the room:

So, in all, teaching kids to organize and record their math thinking takes:
1. Challenging problems. If the problems are too easy, the students have no real reason to bother with other representations and no authentic need to document their thinking.
2. Time. Time to work and wrestle with a challenging problem, time to discuss their ideas, and time to bump their butts and learn the hard way.
3. Opportunities to talk with the greater group about what they did and how they did it, which also gives them chances to see others' strategies.
4. Time. (See number 2.)
5. Knowing that at least one of the problems will be graded, but having some choice about which that is.
6. Consistency and, oh yeah, time.

I hope you'll find these tips useful! Don't forget to pin the anchor chart so you can make yourself one!

## Wednesday, June 22, 2016

### Woo-Hoo! The Notice and Note Signposts for Nonfiction Are Officially a Thing!

Yes, it's sad what gets me all excited, but this one's worth it.

Year before last, I found the Notice and Note Signposts:Strategies for Close Reading while looking for a way to add to my bag of reading strategies, especially since I teach kids for two years. It's absolutely awesome! It helps kids see, very clearly, what makes an event, idea, or even a phrase in a piece of text important. That's not an easy skill to teach, but it's one that's way valuable to our students. Seriously, it's worth every penny.

So, when I found out that a version for Nonfiction reading was in the works, I made sure that Amazon would be sending me one on release day. And then life happened.

I skimmed it, but didn't take time to actually read it until this week. Yes, it's as useful as the first, and it isn't just an echo or a redux. The authors have given us a new and unique set of signposts (One is repeated from the original, but with a different take that fits nonfiction.) that will help kids question the text and understand what's important and why.

When it came time to use the original book in my classroom, I created a set of interactive notebook pages to make it easy for my kids to keep the information close all year. I put together a set for the nonfiction signposts, too.

Pin them so you can find them later!

Oh... here's a link to some free, beautiful, colorful bookmarks for the Fiction Signposts I printed for my kids this year. Found these at

Have fun getting to know the signposts!

## Sunday, June 19, 2016

### Pimp My Unit: The Westing Game

This off-season, I've decided that most of my reading units need an overhaul. They're not awful, but they don't pull things together as well as they could. This unit is for my fifth grade gifted reading class, so it would serve for sharp fifth graders or for sixth graders.

I've spent some time working with the Understanding by Design model, and I like what I see. The question to begin with it, "What do I want my kids to be able to do?"

Enter The Westing Game, one of the most awesome mystery stories from childhood. I've been using it to teach mystery genre, but there's a lot more going on in that book. A whole lot more. There are themes of need, love and redemption running throughout, all of which warrant a closer look.
Oh, yeah,it's also a lot of fun!

What do I want my kids to be able to do? To recognize, as they get ready for middle school, that people's behavior is driven by need, or, more specifically, unmet needs. I want them to see that the need and its ensuing behavior creates cycles,some of which are unhealthy, both in literature and IRL.

So, I set my central theme as 'need' with my understanding as 'Need drives behavior.' Next, what can my kids do at the end, that they couldn't have done before, to show that they get it? I've picked two things:
1. Create a podcast, using the cast of characters of their book club books, in which the main character and important minor characters are interviewed and they explain how a need left them stuck in a cycle and how the cycle was broken.
2. Create a piece of realistic fiction in which the protagonist's behavior shows cyclic patterns of unmet need and breaking that cycle.

The reading I set should lead them to the central understanding, so we're  not reading a bunch of mysteries, but working with text that introduces those cycles.

So, with the Westing Game, I'm pairing:
Jack Prelutsky's haiku, "If Not for the Cat"
with it goes the poetry web I made. Snag it here. They'll also do a vocabulary web with 'scarcity'. Find that here.

Before we move on, I'm going to introduce them to Maslow's Hierarchy of need. Remember that from ed psych? It will help them make sense of what we're seeing as we go. This is almost kid-friendly. I'm going to have to doctor it up just a little before putting it on the riso. I totally get that sexual intimacy is on the hierarchy; I just don't feel like dealing with the giggles.

I've put together a Jacob's Ladder for it. Find it here.

Other poems I'm using:
Langston Hughes' "Harlem"  ( A lot of people know this as "A Dream Deferred") I've created a Jacob's Ladder for it. We'll do a vocabulary web for 'defer'.
Angela Johnson's "The Other Side" we'll do a poetry web with it.
In pairs, the kids will compare and contrast two very different poems about the same idea.

I'm pulling excerpts from:
A Long Walk to Water - Two first person accounts, one, a girl in present-day Sudan, the other from one of the Lost Boys of the '80s. I'll pull the first chapter and have the kids annotate and another excerpt in which the protagonist is torn between giving some of his water to a dying man or to keep it for himself. (His uncle intervenes.) From that, the kids will do a blog post.

Bad Boy: A Memoir  Walter Dean Myers' memoir of growing up in Harlem. I'm pulling two excerpts that show the cyclic pattern of unfulfilled need and behavior and how two teachers helped him to break that cycle.

We'll watch:
God Grew Tired of Us, a documentary about several of the Lost Boys, grow to young men in refugee camps and moving to America. There are a very few small bits I zip past; you might want to preview it before using it.

With younger kids, you could also watch Lilo and Stitch. They're stuck in a behavior rut, too.

Book Club Choices:

Before we wrap up the book clubs to get ready for creating our podcasts, we'll do a Socratic Seminar. The central question will be the central understanding, "How does need drive behavior?" to make sure we're all on the same page-ish before beginning our projects.

I'm scoping out about 25 days for this unit. I think it will lay a good foundation for the rest of the year.

I hope you find this useful and a new way of thinking about an awesome book.
Remember to pin this so you can find it again!

## Friday, June 17, 2016

### Poetry Web Freebie

It's the off-season! I spend a lot of the first few weeks of summer retooling the units I thought could be better. I did a lot with math last year, and it's time for my reading units to get a makeover.

As a gifted-ed teacher, I do a lot of work with concepts. Our county uses two of the William and Mary units, and as a whole, I like them. One thing I haven't liked, though, is that the literature webs that come with the units aren't differentiated from prose to poetry, and that leaves out a lot of the whole point of poetry. So I made one of my own.
Click on the image to snag a copy!
I gave a good bit of the page to space for drawing the central image, because poetry is supposed to create pictures in our minds with few words. I also added space for identifying sound devices.
What gave me fits was adding the little connecting lines in Photoshop since the boxes are so tight, and I'll either ignore them or grab a Sharpie before I run copies on the Riso.

I hope you find this helpful.
Wishing you a productive off-season!
Remember to pin this to help out your teacher friends!