11 + 0
I got to support a first grader in understanding that eleven plus zero equals eleven. He kept writing that it equals zero.
So we used these little cubes and I showed him by drawing on the desk, explaining what it means, when you're combining this quantity with this quantity when you're doing addition.
I explained, “if you have eleven of something like cookies - eleven cookies - and then you add no more cookies, you're adding zero, you add zero cookies. How many cookies do you have?”
He responded, “12?”.
I said, “you're so close. This is what this would look like.” And then I added one cube to the pile and said “that would be eleven plus one. Okay? But that's not what we're doing.” And I took it away and showed him nothing and wrote out a zero. And it was so beautiful because he's just sitting there and watching his face and he's just kind of like, like every gear is going. He is just thinking, and thinking, and thinking, and I’m watching him. And finally he goes, “Eleven?”
And I cheered, “YES eleven! Dude! You got it!”
It was such a cool moment. You know, like, there's a lot, every each step of the process, there's a lot going on. Some adults think, “it’s so easy” but it actually isn’t. Him identifying that there are eleven things, when you're writing the number eleven, that's a huge foundational step process. Then adding nothing to something. There are so many huge philosophical things that are happening, so many conceptual things that are happening that it’s actually kind of astounding that any child could even get it right away.
And I got to watch it and it was really cool. And I got to unpack that process with his teacher and show her how to identify her learner’s gaps and track the data she needs for the standards and organize them on a spreadsheet so she can plan out the rest of her year.
One simple math problem became this huge learning opportunity for the learner and the teacher in the K-2 classrooms. It's so important to close those gaps and equip them with these foundational skills. Moments like this - this is why I’m here.
Heather: Math Games
One teacher I work with asked me about math games. She needed more games to keep the kids engaged and practice some different skills. So I asked, “why don’t you talk to the learners? Tell them about the things you’re looking for with the math games and the different skills you want them to practice. Be transparent with them. Tell them you’re always trying to find fun things for them to do but you’re kind of at a loss and you thought, ‘well, why not ask my kiddos?’”
And you know what, she did it. She had the kids figure out what subject they wanted to do and she provided a rubric for them to follow with some structure and rules - and they jumped right in. They began designing their boards and coming up with games that laid on the floor and incorporated a lot of movement, and they came up with so many cool ideas. Some were really complicated, fun games. And they loved it.
When you think about what this conversation did, it’s really cool. It lets them know why she does what she does and the different things that she's taking into account while she's working. So that kind of gives their regular work more meaning. And also, understanding the level of thoughtfulness that she puts into things can be really powerful.
Sometimes learners feel like things are just being done to them but there's this engagement aspect, this creative aspect, the designing aspect, and then they're going to be that much more engaged doing it.
Through the process of developing these games, the teacher says to me, “I’m thinking of organizing a game night” and my response was obviously “YES - and you can turn it into a showcase. The kids can show off their other work and have an opportunity to present and read in front of everyone.”
So she had planned to utilize the cafeteria space and set up tables and chairs with the games spread out. She considered having a potluck. Families came together and celebrated what their kiddos have done and played games and just had good, wholesome fun.