​Robyn Hunter Early Childhood Education
Resume
Math Journal:
Mrs. Danley's Class Schedule:
7:30-8:00 Calendar/Math/DOL
8:00-8:30 Morning Meeting/Daily News
8:30-9:00 P.E.
9:00-9:45 Specials (Art, Computer, Guidance, Media, Music)
9:45-10:30 Language/Writing
10:30-12:00 Reading Block
12:05-12:35 Lunch
12:35-12:45 Chapter Book
12:45-1:30 Math
1:30-1:45 Recess
1:45-2:25 Social Studies/Science
2:25-2:35 Review/Dismissal
Auburn Early Education Center
This work of art that I created online is a handprint that is made up of all the names of my students during practicum. This symbolizes the concept that each child has a way of doing a math problem and their thought processes are always welcome to share. "All answers are accepted, respected, and considered." (Number Talks, p. 19)
"I invite each child to raise your hand and share your knowledge."
- Ms. Hunter
Behavior Management Strategies:
-
5, 4, 3, 2, 1 - clap!
-
give me 5
-
1, 2, 3 eyes on me!
Number Talks - a 5-15 minute classroom conversation around purposefully crafted computation problems that are solved mentally (I loveeeee these! it really makes my heart smile to see their thinking.)
Ch. 1 NT: It takes careful planning to create the "just right" number talk problem
-
NT are used for:
-
​making sense of math
-
developing strategies
-
communicating and resoning
-
Ch. 2 NT: Preparing for NT - select designated area that allows you to maintain close proximity to students
Ch. 3 NT: use 10 frames and number lines to understand # sense and use real-life contexts
Parrish, Sherry. Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5. Sausalito, CA: Math Solutions, 2010. Print.
Ch. 4 NT: 2nd grade NT - Doubles or near doubles.
-
lesson - Two of Everything
Linking Literature to Math
In my first lesson, i absolutely loved using literature to connect with mathematical concepts. The story Two of Everything demonstrated all 4 of the criteria on pg 8.
-
Mathematical Integrity - concept of doubles
-
Potential for varied response - the book raises many questions and predictions from the kids.
-
An aesthetic dimention - the illustrations are very detailed and the children noticed them.
-
Racial, cultural, and gender inclusiveness - this story is very cultural and has both male and female protagonists
Science Lesson
Mega vs. Micro Bats
For this lesson, students learned the differentiating characteristics of mega and micro bats. During this unit, students learned many things about bats and also had a research project on a particular type of bat of choice. Within their research, they all had to classify which bat category theirs belonged to: Mega or micro..
The students loved seeing the photos of the bats and learning what made each bat group distinguishable. Some questions that I asked the students were "What did they already know about mega and micro bats?" "What are some things that bats eat?" "How do bats live? What kinds of environments do they live in?" "At night, what is special about bats?" The children were surprisingly very knowledgeable about bats and a few already knew what made a bat either mega or micro!
For our activity, we sorted bat facts onto a tree that the students made on construction paper. They enjoyed sorting and pasting the paper bats onto their night scene.