Over the last several days in math we have covered the concepts in the title of this post. Students know that when an addend is missing, "you don't add, you subtract". Sequences lead to multiples of numbers, and studying of digits prepares students for place value concepts. While learning all these new concepts, we have also worked on objectives specific to each child.

posted on: August 23, 2006

With testing behind us and five more weeks of school remaining, it is time to squeeze in as much learning as possible. Math students will be making a subtle change this week. Seventh grade students will begin working in the Saxon 87 book and sixth graders will move up to the 76 book. Everyone seems excited about the change and the challenge.

posted on: April 24, 2006

Missing addend problems tend to confuse students. Using the following self-talk will help students become more comfortable with this type of problem.

First, in an addition (or subtraction) problem, where is the largest number found? (In addition, it's on the bottom; in subtraction, it's on the top.)

Second, does the problem give me the biggest number?

Finally, if I have the biggest number, subtract. If I don't have the biggest number, add.

Rule to remember: Adding gives bigger numbers; subtraction gives smaller numbers.

posted on: August 24, 2005

This week the math classes will get with off and running with pre-tests and placement tests behind us. Sixth graders started with sequencing numbers. This will "nimble" their reasoning skills as they recognize the relationships between a series of numbers. This week we take on place value, expanded numbers, and a review of the addition and subtraction algorithms. Most seventh graders completed testing and are ready to begin instruction for negative numbers.

Monday's Homework (6th grade):

Lessons 3 and 4

7th grade no homework

posted on: August 15, 2005

Math in my class is intended to be meaningful for students. Each day’s class is started with a warm up problem that presents a meaningful situation for application of a math skill. Students attempt these problems independently or in pairs then present their solution to the group. The Saxon Math program is utilized for instruction. This program uses an incremental approach to math that cycles previously learned skills with each newly introduced concept. In this way, students are able to employ long-term memory as they practice math skills. Each day’s lesson introduces a new concept, has a practice component, and then presents twenty-five problems for students to do independently. Some of the problems cover the new concept, but most are practice of previously taught skills. Lessons are started in class and completed for homework. Saxon complements the new math standards being rolled out in Georgia this year while allowing students with math deficits to work on necessary remedial skills. Tests and hands-on applications will assess student achievement. FAILURE IS NOT AN OPTION! Lessons and tests are corrected for half credit with additional instruction provided when it is needed.

Mabry is fortunate to have a wonderful program called Accelerated Math. Some of you may be familiar with the Accelerated Reading program; this is its charming sibling. Once a week, students will use this computer program that provides individual pacing according to the student’s needs and skill level. This allows students to work at their own pace on work that is meaningful to them. I build in an incentive program that the students really enjoy—I will buy them an ice cream at lunch for each ten objectives they master!

posted on: August 09, 2005