AHembree

In reading the next few chapters I found it interesting that the author still places a big emphasis on not telling a child the answer is wrong or right.  He continues to stress this fact as he did on page 161: "The method of computing is not the objective, the ability to compute is the goal."  Another thing he mentioned was to use the word traded instead of regroup when you're dealing with tens, ones, and hundreds.  I am going to adjust my vocabulary and see if I get better response.  In reading the geometry part of Ch. 7, I was surprised to see that Kindergarten students can be prepped for learning geometric strategies.  What I as a kindergarten teacher can do is more sorting with shapes, allowing the students to lead the sorting activity.  Next year with the GPS standards we will actually be introducing 3D shapes which will allow the students to view early geometric figures.  Another strategy that will help prepare our young children for advancement in math is measurement skills.  I always teach longest, shortest, etc. as well as measuring with linking cubes, but I don't do a lot with rulers.  This book suggest not only to introduce rulers and practice measuring, but to not always align to the end of the ruler.  On page 226, Van de Walle tells us that only 24% of 4th grade and 62% of 8th grade students could give the correct measure of an object not aligned with the end of the ruler.  Where a ruler is the most important measurement tool for primary aged children, it is good to show other attributes using informal units.  Allow the students to explore and draw conclusions based on different measurement tools.

I plan to continue to involve the students more and give them a chance to explain their answers before we do whole group activities.  I would also like to take more time when teaching measurement and geometry strategies.