Our class has started Unit II of the Second Step curriculum. It focuses on impulse control and problem solving. Impulse control means slowing down and thinking rather than doing the first thing that pops into your head. Problem solving is a strategy for dealing with problems we face with other people and as individuals. Calming-down techniques are taught to give your child the skills to compose him -- or herself so that a given problem can be solved more effectively.
Our class will learn and practice steps for calming down and solving problems. You can help by practicing these new skills at home with your child. For example, reinforcing calming-down skills at home may go something like this:
Your child comes in upset about her younger sibling playing with her new toy. You might say, "Wow! I can tell that you're upset. Try taking three deep breaths, then count backward slowly before deciding what to do."
After your child has calmed down, you might then help her practice the problem solving steps by saying, Now that you've calmed down, tell me what the problem is. What are some ideas that might solve it. Let's go through each of your possible solutions and ask, 'Is it safe? How might people feel about it? Is it fair? Will it work?' Now choose a solution and give it a try. If it works, great! If not, then try something else."
Copies of the posters Calming Yourself Down and How to Solve Problems went home in your child's folder today. We use these during Second Step lessons; feel free to post them at home.
In this unit, your child will also practice using such skills as apologizing, ignoring distractions, and dealing with peer pressure. With some lessons, I will send home the steps for certain skills so that your child can practice them at home. If your family uses different steps, please discuss this with your child and let me know. We do not consider the steps to be absolute rules; rather, they are guidelines for being safe and fair.
Please contact me if you have any questions about impulse control, problem-solving skills or the Second Step program.
Thursday, January 22, 2009
Tuesday, January 13, 2009
Circles and Stars
Mathematicians in Room 221 learned a new math game today. It's very simple and helps children better understand the concept of multiplication.
You can play with two or more players. All you need is a die, paper and pencils. The goal is to get the highest product.
The first player rolls the die. The number that is rolled indicates the number of circles the player should draw. The same player rolls the die for a second time. This number indicates how many stars should be drawn in each circle. For example, if I roll a 6, I should draw 6 circles. If I roll a 4 on my next roll, I should draw 4 stars in each circle. Now I have 6 groups of 4 - in other words 6 X 4. Players can solve the multiplication sentence or simply count the stars to find the product.
Play continues with each player completing the same steps. After all players have had a turn, the player with the highest product wins.
The play can continue with as many rounds as you'd like.
The emphasis here is that multiplication is combining equal groups. It is also repeated addition (4 + 4 + 4 + 4 + 4).
*If your child is already skilled at multiplication, you can always play the game with larger numbers - just use two dice.
Have fun!
You can play with two or more players. All you need is a die, paper and pencils. The goal is to get the highest product.
The first player rolls the die. The number that is rolled indicates the number of circles the player should draw. The same player rolls the die for a second time. This number indicates how many stars should be drawn in each circle. For example, if I roll a 6, I should draw 6 circles. If I roll a 4 on my next roll, I should draw 4 stars in each circle. Now I have 6 groups of 4 - in other words 6 X 4. Players can solve the multiplication sentence or simply count the stars to find the product.
Play continues with each player completing the same steps. After all players have had a turn, the player with the highest product wins.
The play can continue with as many rounds as you'd like.
The emphasis here is that multiplication is combining equal groups. It is also repeated addition (4 + 4 + 4 + 4 + 4).
*If your child is already skilled at multiplication, you can always play the game with larger numbers - just use two dice.
Have fun!
Friday, January 9, 2009
Things That Come in Groups
During the next few weeks, your child will be working on a mathematics unit about multiplication and division, called Things That Come in Groups.
Your child will be making lists of items that come grouped in different amounts-- things like 2 shoes in a pair, 7 days in a week, 12 eggs in a carton. Later the class will use these lists to write their own story problems.
Students will also work with the 100 chart, which shows the numbers from 1 through 100, organized in a systematic 10-by-10 grid. On this chart, your child will discover patterns in the multiples of a given number. We will also use arrays, or objects arranged in rows and columns to form rectangles of different shapes and dimensions. Students play games with Array Cards, learning to recognize the dimensions and the total number of small squares in each rectangle. The aim is a meaningful introduction to multiplication that helps students visualize what multiplication combinations "look" like.
Through our activities, students will be learning many multiplication pairs (or "facts"). Students will naturally learn many of these multiples through repeated use. They will practice counting by different multiples-- for example, by 3s (3,6,9,12...) - as one way of learning multiplication relationships. Students will be encouraged to visualize what these "facts" mean and what their relationships are -- for example, that 6 x 4 is four more than 5 x 4 or that 4 x 8 is double 2 x 8.
The emphasis of this unit is on understanding what multiplication and division mean. The children will be asked to make sense of different multiplication and division situations. They will develop their own ways for thinking and writing about these. Family members can help with many of the assignments during this unit. For example, you can help your child look for things that come in equal groups. You can take turns skip counting on the 100 chart with your child. And you can play the number games that your child brings home.
Your child will be making lists of items that come grouped in different amounts-- things like 2 shoes in a pair, 7 days in a week, 12 eggs in a carton. Later the class will use these lists to write their own story problems.
Students will also work with the 100 chart, which shows the numbers from 1 through 100, organized in a systematic 10-by-10 grid. On this chart, your child will discover patterns in the multiples of a given number. We will also use arrays, or objects arranged in rows and columns to form rectangles of different shapes and dimensions. Students play games with Array Cards, learning to recognize the dimensions and the total number of small squares in each rectangle. The aim is a meaningful introduction to multiplication that helps students visualize what multiplication combinations "look" like.
Through our activities, students will be learning many multiplication pairs (or "facts"). Students will naturally learn many of these multiples through repeated use. They will practice counting by different multiples-- for example, by 3s (3,6,9,12...) - as one way of learning multiplication relationships. Students will be encouraged to visualize what these "facts" mean and what their relationships are -- for example, that 6 x 4 is four more than 5 x 4 or that 4 x 8 is double 2 x 8.
The emphasis of this unit is on understanding what multiplication and division mean. The children will be asked to make sense of different multiplication and division situations. They will develop their own ways for thinking and writing about these. Family members can help with many of the assignments during this unit. For example, you can help your child look for things that come in equal groups. You can take turns skip counting on the 100 chart with your child. And you can play the number games that your child brings home.
Thursday, January 8, 2009
Serious Conversations
This morning we read Fly Away Home by, Eve Bunting. It's a story about a homeless man and his son who live in an airport. They try to go unnoticed so that they don't get kicked out. The children received the story very well - it's extremely well written. However, I think they were a little taken back about the family being homeless. They looked almost shocked as I read. You may want to reread the story as a family so you can discuss homelessness further.
P.S. Eve Bunting is a wonderful and prolific author. You might enjoy other books by her as well.
P.S. Eve Bunting is a wonderful and prolific author. You might enjoy other books by her as well.
Amazing Grace
Thanks to a generous donation from the NEF (Many of you donated this holiday season -Thank you!), the PTC arranged for us to see Amazing Grace a performance honoring the life of Reverend, Dr. Martin Luther King, Jr. It was truly an inspiring performance that taught children about the incredible human being and the Civil Rights Movement for which he is known. Ask your child about it!
Ugh... It's been too long.
I promise to try and post more regularly. Does anyone know of a way to make the day longer?????????????????
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