Two months ago I incorporated a new routine into our day. We call it, “Number Of The Day.” During this time, my students practice decomposing the date. We complete this activity 3 times a week. (M-W-F) To do this, before my students come into the classroom, I prepare bowls for each of them. In these bowls I place the correct number of cubes.
When I first began teaching the routine, I placed everything my students needed at their carpet spot.
My students were very familiar with decomposing numbers and using number bonds so after a brief introduction, it was simple to get started.
On the board, I have magnetic ten frames. My student of the day gets to place the correct number of magnets in the frames as the rest of the class counts. At this time we also discuss how to spell the number, what the number looks like in tally marks, and if it is even or odd. At least twice a week we also make the number in coins.
The student of the day then writes the first equation on the board. They count the number of red magnets and the number of yellow magnets and write that equation. Then, the rest of the class gets to work figuring out as many combinations as they can come up with to make our number of the day.
At first we all worked on the carpet.
However, now that we have the skill and routine down pat, my students get to work anywhere they want around the room. I also no longer set out their materials at their carpet spots. Instead, all the materials (clipboards, dry erase boards, markers, pencils, bowls of manipulatives, number lines, etc.) are ready on a table so that my students can get right to work after our morning meeting.
From the pictures you’ll notice that once a week my students fill out a recording page so that their parents can see the different combinations that they are coming up with.
They also are getting better at taking a number line to make sure they are writing their numbers correctly. After an allotted amount of time (~8 minutes), my students get to share their equations with their partner.
They also share strategies they used to come up with their equations. This is great because it encourages students to try different strategies and it allows my students to verbalize their thinking.
This has been a great addition to our weekly routine and has helped my students with so many skills:
-writing numbers CCSS.MATH.CONTENT.K.CC.A.3
-number sense CCSS.MATH.CONTENT.K.OA.A.4
and many more standards.
My students love it and feel so proud when they come up with different combinations. I love hearing them say things like, “I wrote down 12+5=17 so I’m going to write the flip flop fact 5+12=17, too!” Or “I know that 17 is a ten and 7 more– I’m going to write that combination down!”
I hope that you’ll give it a try!