Kelley, Karen, Janet, Adrienne and Mary Anna, I am going to share your work with the Math Project and Communities of Practice. You may notice a lot of activity and responses with your project. This should be fun!
Happy Friday, Ladies! I just uploaded the revised game placement with rows flipped, target symbol added. To avoid confusion, I deleted version 1 of the document from the list. Wishing you all a lovely day and weekend.
I would also encourage everyone to play the online versions of the game. I'm thinking about how we could use it to prepare students who may need a bit more practice, as well as for demo-ing the game on a big screen. Lots of possibilities. If you need help finding the online games, just let me know.
Thanks for a great meeting yesterday. For my own learning curve, I needed to contextualize the game a bit more to understand how it starts in 2nd grade and evolves through 5th grade. Therefore, I made a Background Info sheet that describes the game within the context of Grades 2, 3, 4, and 5. In doing this research, I realized that the game is played differently at the 2nd/3rd span than at the 4th/5th span. In grades 2 and 3, students are playing with different number cards that include symbol cards to help them, not the EM math deck. This begins in 4th grade. Also, in 4th grade, each player is dealt 5 cards and the play is more simultaneous. We have lots to discuss next time.
Please know that I uploaded the following PDFs this afternoon:
-Background Info for Name The Number Game
-EM4 Game Master 162
-EM4 Game Master 163
-EM4 Name That Number Gr. 3 Directions
-EM4 Name That Number Gr. 2 Directions
-EM4 Name That Number Gr. 4-5 Directions
-EM4 Games Correlation - All Grades with CCSS Legend (same doc as before but I added the domain names at end of doc)
a year ago
Joan Easterday -
Your documents did upload. Did change the group's status to leader.
Thank you for sharing!
a year ago
Karen Williamson -
I was able to upload the majority of my documents (the ones listed above), with the exception of the 2 that I emailed you (not listed above). I don't see those 2 on the uploaded files list. Sorry for any confusion.
Thank you all for the great conversations! I posted the notes from today in Files and added notes to canvas.
Karen, thank you for rounding up the Everyday materials and information.
Adrianne ... and everyone as you interview students,
Please add link in Files to your interviews. If you go to "Files" > "Add Files" > "Add links" - you can paste the address for your videos i.e., in a Google Drive folder. Am happy to help at next meeting.
Karen Williamson -
Thank you, Joan. I appreciate the quote. I thought it might be helpful to share SRCS's Equity Vision Statement written by Diann Kitamura in 2015:
"In SRCS we believe that there can only be educational excellence in public schools if there is also educational equity. Through both policy and practice, SRCS will ensure every child is provided equitable opportunities to achieve equal educational outcomes and thrive socially, emotionally and behaviorally. To accomplish this, the inequities that currently exist must first be identified and understood. To eliminate these inequities we must reallocate resources and accelerate our efforts to narrow and close gaps that data show have existed too long for some of our student groups."
Just reading some equity research and found this quote that reminded me of our conversation:
"Every student has feelings about where she or he fits into the social and educational hierarchy that exists in every class; that is, they implicitly and explicitly understand their status. In the classroom, a student may communicate other students’ positioning implicitly by ignoring them when they speak or always taking up the ideas of other students. A student may also be positioned implicitly when they are told, “That is a great idea!,” “Let’s try that,” or “That will never work.” Students may also communicate about themselves or others’ positionings more explicitly. Statements such as, “I’ve never been good at math,” “I just put that answer because Najah did”