WEBVTT
00:00:00.320 --> 00:00:03.439
Welcome back to another episode of From Classroom to Home.
00:00:03.600 --> 00:00:05.120
I'm Liz Beth Stone.
00:00:05.360 --> 00:00:08.320
Can playing a game strengthen your child's math skills?
00:00:08.560 --> 00:00:25.760
In today's episode, we're taking a closer look at what children are actually learning when they play a math game, how games are being used to teach math in kindergarten first and second grade classrooms, and we'll share some easy and fun games that you can play at home to support your child's math learning.
00:00:25.920 --> 00:00:27.280
I'm so glad you're here.
00:00:27.440 --> 00:00:28.800
Let's get started.
00:00:39.280 --> 00:00:42.640
Christine, I'm so looking forward to our discussion today.
00:00:42.880 --> 00:00:46.079
Can you start by telling us a little bit about yourself?
00:00:46.560 --> 00:00:47.359
Of course.
00:00:47.520 --> 00:00:50.560
I'm excited and grateful to be here.
00:00:51.119 --> 00:00:53.280
My name is Christine Chapby.
00:00:53.520 --> 00:00:54.719
I am an educator.
00:00:54.799 --> 00:00:57.200
I've been an educator for 26 years.
00:00:57.359 --> 00:00:59.520
I've worked in the classroom.
00:00:59.759 --> 00:01:02.240
I've been a school-based math coach.
00:01:02.560 --> 00:01:09.359
I have worked in central office and supported a county of schools as the elementary math specialist.
00:01:09.439 --> 00:01:13.519
So I've lived a number of different lives within education.
00:01:14.079 --> 00:01:18.159
I also am a parent and I'm married to a math coach.
00:01:18.239 --> 00:01:24.719
So math dominates a lot of the conversation that we have at home in all the best ways.
00:01:25.120 --> 00:01:25.840
I love that.
00:01:26.000 --> 00:01:30.560
So I just want to jump right into something I think parents may be curious about.
00:01:30.799 --> 00:01:35.280
What makes games such a powerful way for children to learn math?
00:01:35.920 --> 00:01:41.439
We play games at school for a lot of the same reasons that families play games at home.
00:01:41.599 --> 00:01:42.480
They're fun.
00:01:42.879 --> 00:01:46.879
They help make connections, they help students connect with their peers.
00:01:47.359 --> 00:01:51.840
They also build a lot of oral language and discourse for students.
00:01:52.640 --> 00:01:56.719
And they help to deepen the content, but in a fun way.
00:01:57.200 --> 00:02:01.920
So do games help children build confidence in math?
00:02:02.480 --> 00:02:03.280
Absolutely.
00:02:03.439 --> 00:02:09.439
We use games often in the math classroom from kindergarten all the way up through fifth grade.
00:02:09.680 --> 00:02:13.520
They help students, again, as you said, build confidence.
00:02:13.680 --> 00:02:24.400
They help deepen content knowledge so that students have a better foundation to be able to participate in other areas of the math block.
00:02:24.639 --> 00:02:28.479
They make students feel good about the math that they're working on.
00:02:28.879 --> 00:02:34.319
Can you tell a little bit more what you mean about the deepen the foundation for math learning?
00:02:34.639 --> 00:02:35.360
Absolutely.
00:02:35.599 --> 00:02:50.319
Our students engage in, especially in kindergarten through grade two, they engage in these really foundational numeracy ideas that help set the stage for the work that comes later.
00:02:50.719 --> 00:02:58.000
So our students learn about the importance of five and ten and the combinations that make five and ten.
00:02:58.400 --> 00:03:06.319
And all of that builds into the base 10 system that we use for place value, moving beyond that.
00:03:06.560 --> 00:03:21.520
So the games and the work that happens in kindergarten through second grade help build those essential foundational ideas that will then be applied to much more rigorous content later.
00:03:22.080 --> 00:03:28.319
Are there additional skills that children are developing when they play math games?
00:03:28.800 --> 00:03:40.479
In addition to deepening the content, of course, they build some of those soft skills that they need to be communicators, to be balanced thinkers.
00:03:40.800 --> 00:03:43.919
So they're learning things like perseverance.
00:03:44.400 --> 00:03:48.800
They're learning things like how do I take turns with a friend?
00:03:49.039 --> 00:03:55.439
And how do I maybe resolve conflict or navigate a sticky situation when it arises?
00:03:56.080 --> 00:04:06.560
If you were to walk into a kindergarten, first or second grade classroom during math time, what role is game playing taking place on a given day?
00:04:06.960 --> 00:04:14.879
So picturing a kindergarten classroom, teacher might be working with a handful of students around a targeted skill.
00:04:15.520 --> 00:04:25.360
Other students are on the carpet, at tables, kind of working in different spaces around the room playing games with one another.
00:04:25.600 --> 00:04:28.959
There also might be some things happening independently.
00:04:29.279 --> 00:04:36.160
Teachers tend to use a hybrid of games that students play on their own.
00:04:36.399 --> 00:04:39.519
It is actually the bulk of what happens during the block.
00:04:39.600 --> 00:04:50.000
It enables the teacher to be able to work with a targeted group of students and ensure that other students are engaging in an activity that reinforces content.
00:04:50.800 --> 00:04:59.360
Is there any difference between what's happening in the math classroom from the kindergarten example that you shared and then first and second grade?
00:04:59.439 --> 00:05:02.959
Is it still very similar in terms of math game playing?
00:05:03.439 --> 00:05:12.959
All of our classrooms engage in game playing during the math block, really from kindergarten all the way through the end of elementary school.
00:05:13.120 --> 00:05:14.639
The games might be shorter.
00:05:14.800 --> 00:05:17.600
There might be more options in kindergarten.
00:05:18.160 --> 00:05:21.519
There might be less less recording.
00:05:21.920 --> 00:05:24.480
First and second grade might introduce a recording sheet.
00:05:24.560 --> 00:05:29.199
So if I'm playing a subtraction game, maybe I'm also writing the subtraction equations.
00:05:30.000 --> 00:05:40.319
But the idea of game playing, the purpose, the intention of game playing, that happens in kindergarten first and second.
00:05:40.800 --> 00:05:44.639
The rigor of the game might change or the goal of the game might change.
00:05:44.800 --> 00:05:52.800
But the the idea of students engaging in play during the math classroom is typical throughout.
00:05:53.199 --> 00:05:56.000
What is the teacher's role during that game playing?
00:05:56.560 --> 00:06:05.040
Teachers often are taking anecdotal notes, some record keeping that they're doing around what they observe as students play.
00:06:05.199 --> 00:06:07.120
What language are students using?
00:06:07.279 --> 00:06:10.000
Are they using the language appropriately?
00:06:10.399 --> 00:06:13.759
Are they demonstrating mastery of that content?
00:06:14.000 --> 00:06:20.639
And then again, from the soft skill side, is that a good pair of students, or do we need to reconfigure pairings?
00:06:21.040 --> 00:06:30.959
So it tends to be a lot of that kind of anecdotal note-taking that then informs small groups or future instructional decisions.
00:06:31.439 --> 00:06:46.959
So game playing provides an additional set of eyes on sort of a lot of different skills that the teacher might not necessarily get when they're teaching a lesson, that they're learning additional things that they might not already.
00:06:47.279 --> 00:06:48.319
Am I getting that right?
00:06:48.560 --> 00:06:48.879
Absolutely.
00:06:49.040 --> 00:06:54.319
If the teacher is delivering content, she's not necessarily able to hear what every student's thinking at any given time.
00:06:54.560 --> 00:07:03.439
So when she's watching two students play a game, let's say, and really listening to their kind of dialogue back and forth, that provides some invaluable information.
00:07:03.680 --> 00:07:07.680
Perhaps she's watching two students play and one student's doing all the talking.
00:07:07.920 --> 00:07:09.519
There's some information right there.
00:07:09.680 --> 00:07:19.439
So all of that is kind of fueling that toolkit of a teacher and informing their next steps about instruction.
00:07:19.920 --> 00:07:24.879
So, how do teachers know whether a game is helping children learn what they intended?
00:07:25.439 --> 00:07:28.639
They're gathering data and evidence all the time.
00:07:28.800 --> 00:07:37.920
When they're working with a teacher or at the end of the math block, there might be an opportunity for a student to engage in what we often refer to as an exit ticket.
00:07:38.240 --> 00:07:39.360
How did that day go?
00:07:39.600 --> 00:07:40.959
Are you kind of ready to exit?
00:07:41.120 --> 00:07:42.800
Do you understand that content?
00:07:42.959 --> 00:07:46.879
So it's a way to demonstrate do you have mastery of what you were just doing?
00:07:46.959 --> 00:07:50.639
And what might that look like if now you're trying it on your own?
00:07:51.839 --> 00:07:56.800
So that exit ticket sounds like that's a really good check to see, huh?
00:07:56.959 --> 00:08:00.879
This game that they've been spending some time with really did a great job.
00:08:01.040 --> 00:08:09.680
They really understand this concept now, or hmm, I don't know, maybe they just need some more time, or maybe at least for this child, that's not the best game.
00:08:10.319 --> 00:08:10.959
Absolutely.
00:08:11.199 --> 00:08:15.839
You know, the goal of all of this work is always to translate into student understanding.
00:08:16.000 --> 00:08:16.959
Did that game work?
00:08:17.120 --> 00:08:18.160
Did that activity work?
00:08:18.319 --> 00:08:19.519
Did that lesson work?
00:08:19.680 --> 00:08:24.879
What understanding are students demonstrating based on what they've done?
00:08:25.279 --> 00:08:29.040
Can you share some math games parents could play at home?
00:08:29.279 --> 00:08:34.559
There's lots that families can be doing at home to support the work that happens in school.
00:08:35.039 --> 00:08:42.879
One of the, to me, easiest or most accessible say activities is really counting.
00:08:43.519 --> 00:08:52.799
Counting in the car, counting driving to the store, counting at the dinner table, counting forward, counting backward.
00:08:53.919 --> 00:09:04.000
The work of counting supports addition, subtraction, and later multiplication and division.
00:09:04.320 --> 00:09:07.600
So students can really never count enough.
00:09:07.919 --> 00:09:11.600
So maybe around the dinner table, we're all going around and counting.
00:09:12.000 --> 00:09:15.919
Would you say that's true even for second graders that you'd want them to be counting?
00:09:16.240 --> 00:09:17.120
Absolutely.
00:09:17.360 --> 00:09:26.080
Our second graders can engage in skip counting, count by twos, count by fives, count by tens, count by twos, but start at 31.
00:09:26.720 --> 00:09:30.480
Count by fives, backwards, start at 95.
00:09:30.799 --> 00:09:40.399
So all of those flexible ways of counting support so much of the work that happens again in second grade and beyond.
00:09:40.559 --> 00:09:46.159
Skip counting in second grade becomes multiplication in third grade.
00:09:46.399 --> 00:09:50.159
Skip counting backwards in second grade becomes division.
00:09:50.399 --> 00:09:57.519
So the more familiarity that students have with the patterns of numbers, the better.
00:09:57.840 --> 00:10:00.000
Any other ideas for parents?
00:10:00.559 --> 00:10:04.720
Our kindergartners are really learning about the importance of five.
00:10:05.759 --> 00:10:11.200
So an easy activity is show me two on your fingers.
00:10:11.679 --> 00:10:14.000
Show me four on your fingers.
00:10:14.639 --> 00:10:17.200
Show me four on two hands.
00:10:17.919 --> 00:10:21.840
Show me four in a different way on two hands.
00:10:22.159 --> 00:10:30.879
So building that flexibility and then the follow-up question goes with two to make five.
00:10:31.919 --> 00:10:36.639
And then in first grade, what goes with seven to make ten?
00:10:37.440 --> 00:10:38.480
Show me seven.
00:10:38.879 --> 00:10:40.480
Show me seven a different way.
00:10:40.879 --> 00:10:42.639
What goes with seven to make ten?
00:10:43.759 --> 00:10:52.799
The solidification of five and ten support students as they start to operate in our base ten world.
00:10:53.840 --> 00:11:03.360
So that kind of easy show me, we call them finger flashers, flash at me two, flash at me four, flashing in a different way.
00:11:03.840 --> 00:11:10.080
Again, helps to build flexibility and deepen those combinations of numbers.
00:11:10.480 --> 00:11:12.320
And what about for second graders?
00:11:12.480 --> 00:11:14.879
How would you scale that up for them?
00:11:15.519 --> 00:11:21.840
You could engage in that same work, but within 20, a little harder with hands, you'd have to find a friend.
00:11:22.159 --> 00:11:32.639
But starting to solidify some of those addition and subtraction combinations that make 20, what goes with 13 to make 20?
00:11:33.919 --> 00:11:39.759
The more facile that students are with those combinations, the better.
00:11:40.159 --> 00:11:42.559
Any other tips for games?
00:11:42.720 --> 00:11:45.919
Maybe when you're in the car or you're waiting in line.
00:11:46.240 --> 00:11:50.480
So a lot of the games we've been talking about are really around number and number sense.
00:11:50.720 --> 00:11:58.080
And our students, as early as kindergarten, be are starting to access those geometry concepts as well.
00:11:58.240 --> 00:11:59.440
So look out the window.
00:11:59.600 --> 00:12:00.879
Find me some squares.
00:12:01.039 --> 00:12:02.559
Where do you see a rectangle?
00:12:02.720 --> 00:12:04.240
Where might triangles be?
00:12:04.559 --> 00:12:08.000
Starts to build this idea that math is all around us as well.
00:12:08.159 --> 00:12:14.240
It's not just something that you do for an hour in your first grade classroom, but actually it's it's everywhere.
00:12:14.399 --> 00:12:17.600
So when I stop at a stop sign, I'm seeing an octagon.
00:12:17.759 --> 00:12:23.279
When I look at my house, I might see, you know, square windows or a rectangular door.
00:12:23.600 --> 00:12:25.840
So as you're driving, what shapes do you see?
00:12:25.919 --> 00:12:30.000
Who can find the most squares by the time we get to the grocery store?
00:12:30.320 --> 00:12:36.399
I think we're always thinking about numbers, but there's a lot more to math than just numbers.
00:12:36.559 --> 00:12:39.279
Problem solving is a huge part of math.
00:12:39.440 --> 00:12:48.080
What types of games or conversation could parents be having that are that feel like a game that could be very beneficial?
00:12:48.399 --> 00:12:54.960
The prompt is is making me think about story problem work that we do in first and second grade.
00:12:55.200 --> 00:12:59.759
So I have four cookies, I give some to my brother.
00:12:59.919 --> 00:13:00.960
Now I have one.
00:13:01.120 --> 00:13:03.200
How many cookies did I give my brother?
00:13:03.440 --> 00:13:06.799
What might be some story problems that you can create?
00:13:06.960 --> 00:13:09.279
And not just those joining problems.
00:13:09.519 --> 00:13:12.399
I have four, you have six, how many all together?
00:13:12.639 --> 00:13:15.200
But I have four, you have some.
00:13:15.679 --> 00:13:17.360
Together we have 10.
00:13:17.600 --> 00:13:19.120
How many do you have?
00:13:19.759 --> 00:13:25.759
Doing some of that work and encouraging students to kind of start to build that, build that movie in your mind.
00:13:25.840 --> 00:13:26.480
What's happening?
00:13:26.559 --> 00:13:29.039
How are you visualizing the action in the problem?
00:13:29.200 --> 00:13:31.279
And I can easily be extended to second.
00:13:31.360 --> 00:13:33.600
I have 12, so-and-so gives me some more.
00:13:33.679 --> 00:13:34.879
Now I have 22.
00:13:35.039 --> 00:13:36.399
How many did they give me?
00:13:36.559 --> 00:13:43.360
Even when students get into second grade, you can still use smaller numbers and kind of some more rigorous problems.
00:13:44.639 --> 00:13:46.720
I have some cookies.
00:13:46.960 --> 00:13:48.720
My sister gives me seven.
00:13:48.879 --> 00:13:49.919
Now I have 12.
00:13:50.080 --> 00:13:51.679
How many did I start with?
00:13:51.840 --> 00:14:00.240
So there are ways to kind of make it a little bit more rigorous without, you know, having to tackle two digit by two digit addition or subtraction.
00:14:00.320 --> 00:14:04.000
But encouraging kids to begin to think about what's the action in this problem?
00:14:04.159 --> 00:14:04.960
What's happening?
00:14:05.200 --> 00:14:08.559
If someone's giving me something, do I have more or less?
00:14:08.799 --> 00:14:12.480
If I'm taking some away, what operation is that?
00:14:12.639 --> 00:14:14.399
What am I going to think about in my head?
00:14:14.559 --> 00:14:19.440
That supports, again, the work that students do in K2 and beyond.
00:14:20.000 --> 00:14:24.080
There's a lot of games out there that are marked as educational.
00:14:24.879 --> 00:14:32.480
How do parents know whether a game they might purchase or see online and want their child to play?
00:14:32.639 --> 00:14:35.360
How do they know if that's a good learning game?
00:14:35.679 --> 00:14:46.480
Anytime you are engaging with your child, playing a game, you're talking to one another, you're maybe resolving conflict, you're dealing with one person winning and one person not winning.
00:14:46.559 --> 00:14:49.600
So there really isn't a bad game necessarily.
00:14:49.759 --> 00:14:58.799
I would like word of caution sometimes when some when games have that kind of STEM title on it, it might not be as directly correlated.
00:14:58.879 --> 00:15:02.399
And again, playing a game with your child is never a bad thing.
00:15:02.639 --> 00:15:04.799
Will it address every first grade standard?
00:15:04.960 --> 00:15:11.600
Maybe not, but it it's always a nice activity to engage in to build again all of those other soft skills as well.
00:15:12.080 --> 00:15:21.600
If a child is reluctant to play math games or gets frustrated when they lose, how can parents respond in a way that keeps the experience positive?
00:15:22.000 --> 00:15:25.600
I think setting expectations from the start.
00:15:27.679 --> 00:15:34.000
Somebody might win, somebody might lose, you know, kind of kind of front loading a little bit of that ahead of time.
00:15:34.159 --> 00:15:36.480
And what might happen if you lose?
00:15:36.559 --> 00:15:37.519
You know, how might you feel?
00:15:37.600 --> 00:15:38.960
Or what are we going to do?
00:15:39.120 --> 00:15:41.519
What are some things we're going to remember as we're playing?
00:15:41.919 --> 00:15:43.519
We can play again tomorrow.
00:15:43.759 --> 00:15:45.360
We can stop the game.
00:15:45.759 --> 00:15:47.919
Somebody's getting really frustrated.
00:15:48.159 --> 00:15:56.879
The goal, really, in elementary math, really in kindergarten, first and second, is to build some joy and wonder and excitement around mathematics.
00:15:57.200 --> 00:16:02.799
So, Christine, what is one thing you hope parents take away from our conversation today?
00:16:03.440 --> 00:16:04.879
Math is fun.
00:16:05.759 --> 00:16:06.879
Math is exciting.
00:16:07.039 --> 00:16:08.000
Math is everywhere.
00:16:08.159 --> 00:16:11.200
Math's in the classroom and in our world.
00:16:11.679 --> 00:16:14.480
And there's a real power to play.
00:16:14.639 --> 00:16:25.519
When our students play math games, yes, again, they're learning those soft skills around communication and problem solving, and they're deepening their math knowledge.
00:16:25.759 --> 00:16:29.919
They're learning math vocabulary that then they'll use elsewhere.
00:16:30.159 --> 00:16:36.320
So games are a really critical way that students make sense of the math they're learning.
00:16:37.120 --> 00:16:40.799
Christine, thank you so much for sharing all of these ideas with us.
00:16:40.960 --> 00:16:43.120
It's been wonderful having you on the show.
00:16:43.440 --> 00:16:44.159
My pleasure.
00:16:44.320 --> 00:16:45.039
Thank you.
00:16:45.360 --> 00:16:53.360
We hope that today's conversation helped you feel a little more connected to what's happening in your child's classroom and the important role you play at home.
00:16:53.600 --> 00:17:04.079
If you're looking for simple and fun ways to support your child's reading and math skills at home, visit our website, slamhomelearning.org, for free games, activities, and videos.
00:17:04.240 --> 00:17:11.599
If you found today's episode helpful, I'd appreciate your support by subscribing, reviewing, and sharing the show with someone you know.
00:17:11.759 --> 00:17:13.119
Until next time.
00:00:00.320 --> 00:00:03.439
Welcome back to another episode of From Classroom to Home.
00:00:03.600 --> 00:00:05.120
I'm Liz Beth Stone.
00:00:05.360 --> 00:00:08.320
Can playing a game strengthen your child's math skills?
00:00:08.560 --> 00:00:25.760
In today's episode, we're taking a closer look at what children are actually learning when they play a math game, how games are being used to teach math in kindergarten first and second grade classrooms, and we'll share some easy and fun games that you can play at home to support your child's math learning.
00:00:25.920 --> 00:00:27.280
I'm so glad you're here.
00:00:27.440 --> 00:00:28.800
Let's get started.
00:00:39.280 --> 00:00:42.640
Christine, I'm so looking forward to our discussion today.
00:00:42.880 --> 00:00:46.079
Can you start by telling us a little bit about yourself?
00:00:46.560 --> 00:00:47.359
Of course.
00:00:47.520 --> 00:00:50.560
I'm excited and grateful to be here.
00:00:51.119 --> 00:00:53.280
My name is Christine Chapby.
00:00:53.520 --> 00:00:54.719
I am an educator.
00:00:54.799 --> 00:00:57.200
I've been an educator for 26 years.
00:00:57.359 --> 00:00:59.520
I've worked in the classroom.
00:00:59.759 --> 00:01:02.240
I've been a school-based math coach.
00:01:02.560 --> 00:01:09.359
I have worked in central office and supported a county of schools as the elementary math specialist.
00:01:09.439 --> 00:01:13.519
So I've lived a number of different lives within education.
00:01:14.079 --> 00:01:18.159
I also am a parent and I'm married to a math coach.
00:01:18.239 --> 00:01:24.719
So math dominates a lot of the conversation that we have at home in all the best ways.
00:01:25.120 --> 00:01:25.840
I love that.
00:01:26.000 --> 00:01:30.560
So I just want to jump right into something I think parents may be curious about.
00:01:30.799 --> 00:01:35.280
What makes games such a powerful way for children to learn math?
00:01:35.920 --> 00:01:41.439
We play games at school for a lot of the same reasons that families play games at home.
00:01:41.599 --> 00:01:42.480
They're fun.
00:01:42.879 --> 00:01:46.879
They help make connections, they help students connect with their peers.
00:01:47.359 --> 00:01:51.840
They also build a lot of oral language and discourse for students.
00:01:52.640 --> 00:01:56.719
And they help to deepen the content, but in a fun way.
00:01:57.200 --> 00:02:01.920
So do games help children build confidence in math?
00:02:02.480 --> 00:02:03.280
Absolutely.
00:02:03.439 --> 00:02:09.439
We use games often in the math classroom from kindergarten all the way up through fifth grade.
00:02:09.680 --> 00:02:13.520
They help students, again, as you said, build confidence.
00:02:13.680 --> 00:02:24.400
They help deepen content knowledge so that students have a better foundation to be able to participate in other areas of the math block.
00:02:24.639 --> 00:02:28.479
They make students feel good about the math that they're working on.
00:02:28.879 --> 00:02:34.319
Can you tell a little bit more what you mean about the deepen the foundation for math learning?
00:02:34.639 --> 00:02:35.360
Absolutely.
00:02:35.599 --> 00:02:50.319
Our students engage in, especially in kindergarten through grade two, they engage in these really foundational numeracy ideas that help set the stage for the work that comes later.
00:02:50.719 --> 00:02:58.000
So our students learn about the importance of five and ten and the combinations that make five and ten.
00:02:58.400 --> 00:03:06.319
And all of that builds into the base 10 system that we use for place value, moving beyond that.
00:03:06.560 --> 00:03:21.520
So the games and the work that happens in kindergarten through second grade help build those essential foundational ideas that will then be applied to much more rigorous content later.
00:03:22.080 --> 00:03:28.319
Are there additional skills that children are developing when they play math games?
00:03:28.800 --> 00:03:40.479
In addition to deepening the content, of course, they build some of those soft skills that they need to be communicators, to be balanced thinkers.
00:03:40.800 --> 00:03:43.919
So they're learning things like perseverance.
00:03:44.400 --> 00:03:48.800
They're learning things like how do I take turns with a friend?
00:03:49.039 --> 00:03:55.439
And how do I maybe resolve conflict or navigate a sticky situation when it arises?
00:03:56.080 --> 00:04:06.560
If you were to walk into a kindergarten, first or second grade classroom during math time, what role is game playing taking place on a given day?
00:04:06.960 --> 00:04:14.879
So picturing a kindergarten classroom, teacher might be working with a handful of students around a targeted skill.
00:04:15.520 --> 00:04:25.360
Other students are on the carpet, at tables, kind of working in different spaces around the room playing games with one another.
00:04:25.600 --> 00:04:28.959
There also might be some things happening independently.
00:04:29.279 --> 00:04:36.160
Teachers tend to use a hybrid of games that students play on their own.
00:04:36.399 --> 00:04:39.519
It is actually the bulk of what happens during the block.
00:04:39.600 --> 00:04:50.000
It enables the teacher to be able to work with a targeted group of students and ensure that other students are engaging in an activity that reinforces content.
00:04:50.800 --> 00:04:59.360
Is there any difference between what's happening in the math classroom from the kindergarten example that you shared and then first and second grade?
00:04:59.439 --> 00:05:02.959
Is it still very similar in terms of math game playing?
00:05:03.439 --> 00:05:12.959
All of our classrooms engage in game playing during the math block, really from kindergarten all the way through the end of elementary school.
00:05:13.120 --> 00:05:14.639
The games might be shorter.
00:05:14.800 --> 00:05:17.600
There might be more options in kindergarten.
00:05:18.160 --> 00:05:21.519
There might be less less recording.
00:05:21.920 --> 00:05:24.480
First and second grade might introduce a recording sheet.
00:05:24.560 --> 00:05:29.199
So if I'm playing a subtraction game, maybe I'm also writing the subtraction equations.
00:05:30.000 --> 00:05:40.319
But the idea of game playing, the purpose, the intention of game playing, that happens in kindergarten first and second.
00:05:40.800 --> 00:05:44.639
The rigor of the game might change or the goal of the game might change.
00:05:44.800 --> 00:05:52.800
But the the idea of students engaging in play during the math classroom is typical throughout.
00:05:53.199 --> 00:05:56.000
What is the teacher's role during that game playing?
00:05:56.560 --> 00:06:05.040
Teachers often are taking anecdotal notes, some record keeping that they're doing around what they observe as students play.
00:06:05.199 --> 00:06:07.120
What language are students using?
00:06:07.279 --> 00:06:10.000
Are they using the language appropriately?
00:06:10.399 --> 00:06:13.759
Are they demonstrating mastery of that content?
00:06:14.000 --> 00:06:20.639
And then again, from the soft skill side, is that a good pair of students, or do we need to reconfigure pairings?
00:06:21.040 --> 00:06:30.959
So it tends to be a lot of that kind of anecdotal note-taking that then informs small groups or future instructional decisions.
00:06:31.439 --> 00:06:46.959
So game playing provides an additional set of eyes on sort of a lot of different skills that the teacher might not necessarily get when they're teaching a lesson, that they're learning additional things that they might not already.
00:06:47.279 --> 00:06:48.319
Am I getting that right?
00:06:48.560 --> 00:06:48.879
Absolutely.
00:06:49.040 --> 00:06:54.319
If the teacher is delivering content, she's not necessarily able to hear what every student's thinking at any given time.
00:06:54.560 --> 00:07:03.439
So when she's watching two students play a game, let's say, and really listening to their kind of dialogue back and forth, that provides some invaluable information.
00:07:03.680 --> 00:07:07.680
Perhaps she's watching two students play and one student's doing all the talking.
00:07:07.920 --> 00:07:09.519
There's some information right there.
00:07:09.680 --> 00:07:19.439
So all of that is kind of fueling that toolkit of a teacher and informing their next steps about instruction.
00:07:19.920 --> 00:07:24.879
So, how do teachers know whether a game is helping children learn what they intended?
00:07:25.439 --> 00:07:28.639
They're gathering data and evidence all the time.
00:07:28.800 --> 00:07:37.920
When they're working with a teacher or at the end of the math block, there might be an opportunity for a student to engage in what we often refer to as an exit ticket.
00:07:38.240 --> 00:07:39.360
How did that day go?
00:07:39.600 --> 00:07:40.959
Are you kind of ready to exit?
00:07:41.120 --> 00:07:42.800
Do you understand that content?
00:07:42.959 --> 00:07:46.879
So it's a way to demonstrate do you have mastery of what you were just doing?
00:07:46.959 --> 00:07:50.639
And what might that look like if now you're trying it on your own?
00:07:51.839 --> 00:07:56.800
So that exit ticket sounds like that's a really good check to see, huh?
00:07:56.959 --> 00:08:00.879
This game that they've been spending some time with really did a great job.
00:08:01.040 --> 00:08:09.680
They really understand this concept now, or hmm, I don't know, maybe they just need some more time, or maybe at least for this child, that's not the best game.
00:08:10.319 --> 00:08:10.959
Absolutely.
00:08:11.199 --> 00:08:15.839
You know, the goal of all of this work is always to translate into student understanding.
00:08:16.000 --> 00:08:16.959
Did that game work?
00:08:17.120 --> 00:08:18.160
Did that activity work?
00:08:18.319 --> 00:08:19.519
Did that lesson work?
00:08:19.680 --> 00:08:24.879
What understanding are students demonstrating based on what they've done?
00:08:25.279 --> 00:08:29.040
Can you share some math games parents could play at home?
00:08:29.279 --> 00:08:34.559
There's lots that families can be doing at home to support the work that happens in school.
00:08:35.039 --> 00:08:42.879
One of the, to me, easiest or most accessible say activities is really counting.
00:08:43.519 --> 00:08:52.799
Counting in the car, counting driving to the store, counting at the dinner table, counting forward, counting backward.
00:08:53.919 --> 00:09:04.000
The work of counting supports addition, subtraction, and later multiplication and division.
00:09:04.320 --> 00:09:07.600
So students can really never count enough.
00:09:07.919 --> 00:09:11.600
So maybe around the dinner table, we're all going around and counting.
00:09:12.000 --> 00:09:15.919
Would you say that's true even for second graders that you'd want them to be counting?
00:09:16.240 --> 00:09:17.120
Absolutely.
00:09:17.360 --> 00:09:26.080
Our second graders can engage in skip counting, count by twos, count by fives, count by tens, count by twos, but start at 31.
00:09:26.720 --> 00:09:30.480
Count by fives, backwards, start at 95.
00:09:30.799 --> 00:09:40.399
So all of those flexible ways of counting support so much of the work that happens again in second grade and beyond.
00:09:40.559 --> 00:09:46.159
Skip counting in second grade becomes multiplication in third grade.
00:09:46.399 --> 00:09:50.159
Skip counting backwards in second grade becomes division.
00:09:50.399 --> 00:09:57.519
So the more familiarity that students have with the patterns of numbers, the better.
00:09:57.840 --> 00:10:00.000
Any other ideas for parents?
00:10:00.559 --> 00:10:04.720
Our kindergartners are really learning about the importance of five.
00:10:05.759 --> 00:10:11.200
So an easy activity is show me two on your fingers.
00:10:11.679 --> 00:10:14.000
Show me four on your fingers.
00:10:14.639 --> 00:10:17.200
Show me four on two hands.
00:10:17.919 --> 00:10:21.840
Show me four in a different way on two hands.
00:10:22.159 --> 00:10:30.879
So building that flexibility and then the follow-up question goes with two to make five.
00:10:31.919 --> 00:10:36.639
And then in first grade, what goes with seven to make ten?
00:10:37.440 --> 00:10:38.480
Show me seven.
00:10:38.879 --> 00:10:40.480
Show me seven a different way.
00:10:40.879 --> 00:10:42.639
What goes with seven to make ten?
00:10:43.759 --> 00:10:52.799
The solidification of five and ten support students as they start to operate in our base ten world.
00:10:53.840 --> 00:11:03.360
So that kind of easy show me, we call them finger flashers, flash at me two, flash at me four, flashing in a different way.
00:11:03.840 --> 00:11:10.080
Again, helps to build flexibility and deepen those combinations of numbers.
00:11:10.480 --> 00:11:12.320
And what about for second graders?
00:11:12.480 --> 00:11:14.879
How would you scale that up for them?
00:11:15.519 --> 00:11:21.840
You could engage in that same work, but within 20, a little harder with hands, you'd have to find a friend.
00:11:22.159 --> 00:11:32.639
But starting to solidify some of those addition and subtraction combinations that make 20, what goes with 13 to make 20?
00:11:33.919 --> 00:11:39.759
The more facile that students are with those combinations, the better.
00:11:40.159 --> 00:11:42.559
Any other tips for games?
00:11:42.720 --> 00:11:45.919
Maybe when you're in the car or you're waiting in line.
00:11:46.240 --> 00:11:50.480
So a lot of the games we've been talking about are really around number and number sense.
00:11:50.720 --> 00:11:58.080
And our students, as early as kindergarten, be are starting to access those geometry concepts as well.
00:11:58.240 --> 00:11:59.440
So look out the window.
00:11:59.600 --> 00:12:00.879
Find me some squares.
00:12:01.039 --> 00:12:02.559
Where do you see a rectangle?
00:12:02.720 --> 00:12:04.240
Where might triangles be?
00:12:04.559 --> 00:12:08.000
Starts to build this idea that math is all around us as well.
00:12:08.159 --> 00:12:14.240
It's not just something that you do for an hour in your first grade classroom, but actually it's it's everywhere.
00:12:14.399 --> 00:12:17.600
So when I stop at a stop sign, I'm seeing an octagon.
00:12:17.759 --> 00:12:23.279
When I look at my house, I might see, you know, square windows or a rectangular door.
00:12:23.600 --> 00:12:25.840
So as you're driving, what shapes do you see?
00:12:25.919 --> 00:12:30.000
Who can find the most squares by the time we get to the grocery store?
00:12:30.320 --> 00:12:36.399
I think we're always thinking about numbers, but there's a lot more to math than just numbers.
00:12:36.559 --> 00:12:39.279
Problem solving is a huge part of math.
00:12:39.440 --> 00:12:48.080
What types of games or conversation could parents be having that are that feel like a game that could be very beneficial?
00:12:48.399 --> 00:12:54.960
The prompt is is making me think about story problem work that we do in first and second grade.
00:12:55.200 --> 00:12:59.759
So I have four cookies, I give some to my brother.
00:12:59.919 --> 00:13:00.960
Now I have one.
00:13:01.120 --> 00:13:03.200
How many cookies did I give my brother?
00:13:03.440 --> 00:13:06.799
What might be some story problems that you can create?
00:13:06.960 --> 00:13:09.279
And not just those joining problems.
00:13:09.519 --> 00:13:12.399
I have four, you have six, how many all together?
00:13:12.639 --> 00:13:15.200
But I have four, you have some.
00:13:15.679 --> 00:13:17.360
Together we have 10.
00:13:17.600 --> 00:13:19.120
How many do you have?
00:13:19.759 --> 00:13:25.759
Doing some of that work and encouraging students to kind of start to build that, build that movie in your mind.
00:13:25.840 --> 00:13:26.480
What's happening?
00:13:26.559 --> 00:13:29.039
How are you visualizing the action in the problem?
00:13:29.200 --> 00:13:31.279
And I can easily be extended to second.
00:13:31.360 --> 00:13:33.600
I have 12, so-and-so gives me some more.
00:13:33.679 --> 00:13:34.879
Now I have 22.
00:13:35.039 --> 00:13:36.399
How many did they give me?
00:13:36.559 --> 00:13:43.360
Even when students get into second grade, you can still use smaller numbers and kind of some more rigorous problems.
00:13:44.639 --> 00:13:46.720
I have some cookies.
00:13:46.960 --> 00:13:48.720
My sister gives me seven.
00:13:48.879 --> 00:13:49.919
Now I have 12.
00:13:50.080 --> 00:13:51.679
How many did I start with?
00:13:51.840 --> 00:14:00.240
So there are ways to kind of make it a little bit more rigorous without, you know, having to tackle two digit by two digit addition or subtraction.
00:14:00.320 --> 00:14:04.000
But encouraging kids to begin to think about what's the action in this problem?
00:14:04.159 --> 00:14:04.960
What's happening?
00:14:05.200 --> 00:14:08.559
If someone's giving me something, do I have more or less?
00:14:08.799 --> 00:14:12.480
If I'm taking some away, what operation is that?
00:14:12.639 --> 00:14:14.399
What am I going to think about in my head?
00:14:14.559 --> 00:14:19.440
That supports, again, the work that students do in K2 and beyond.
00:14:20.000 --> 00:14:24.080
There's a lot of games out there that are marked as educational.
00:14:24.879 --> 00:14:32.480
How do parents know whether a game they might purchase or see online and want their child to play?
00:14:32.639 --> 00:14:35.360
How do they know if that's a good learning game?
00:14:35.679 --> 00:14:46.480
Anytime you are engaging with your child, playing a game, you're talking to one another, you're maybe resolving conflict, you're dealing with one person winning and one person not winning.
00:14:46.559 --> 00:14:49.600
So there really isn't a bad game necessarily.
00:14:49.759 --> 00:14:58.799
I would like word of caution sometimes when some when games have that kind of STEM title on it, it might not be as directly correlated.
00:14:58.879 --> 00:15:02.399
And again, playing a game with your child is never a bad thing.
00:15:02.639 --> 00:15:04.799
Will it address every first grade standard?
00:15:04.960 --> 00:15:11.600
Maybe not, but it it's always a nice activity to engage in to build again all of those other soft skills as well.
00:15:12.080 --> 00:15:21.600
If a child is reluctant to play math games or gets frustrated when they lose, how can parents respond in a way that keeps the experience positive?
00:15:22.000 --> 00:15:25.600
I think setting expectations from the start.
00:15:27.679 --> 00:15:34.000
Somebody might win, somebody might lose, you know, kind of kind of front loading a little bit of that ahead of time.
00:15:34.159 --> 00:15:36.480
And what might happen if you lose?
00:15:36.559 --> 00:15:37.519
You know, how might you feel?
00:15:37.600 --> 00:15:38.960
Or what are we going to do?
00:15:39.120 --> 00:15:41.519
What are some things we're going to remember as we're playing?
00:15:41.919 --> 00:15:43.519
We can play again tomorrow.
00:15:43.759 --> 00:15:45.360
We can stop the game.
00:15:45.759 --> 00:15:47.919
Somebody's getting really frustrated.
00:15:48.159 --> 00:15:56.879
The goal, really, in elementary math, really in kindergarten, first and second, is to build some joy and wonder and excitement around mathematics.
00:15:57.200 --> 00:16:02.799
So, Christine, what is one thing you hope parents take away from our conversation today?
00:16:03.440 --> 00:16:04.879
Math is fun.
00:16:05.759 --> 00:16:06.879
Math is exciting.
00:16:07.039 --> 00:16:08.000
Math is everywhere.
00:16:08.159 --> 00:16:11.200
Math's in the classroom and in our world.
00:16:11.679 --> 00:16:14.480
And there's a real power to play.
00:16:14.639 --> 00:16:25.519
When our students play math games, yes, again, they're learning those soft skills around communication and problem solving, and they're deepening their math knowledge.
00:16:25.759 --> 00:16:29.919
They're learning math vocabulary that then they'll use elsewhere.
00:16:30.159 --> 00:16:36.320
So games are a really critical way that students make sense of the math they're learning.
00:16:37.120 --> 00:16:40.799
Christine, thank you so much for sharing all of these ideas with us.
00:16:40.960 --> 00:16:43.120
It's been wonderful having you on the show.
00:16:43.440 --> 00:16:44.159
My pleasure.
00:16:44.320 --> 00:16:45.039
Thank you.
00:16:45.360 --> 00:16:53.360
We hope that today's conversation helped you feel a little more connected to what's happening in your child's classroom and the important role you play at home.
00:16:53.600 --> 00:17:04.079
If you're looking for simple and fun ways to support your child's reading and math skills at home, visit our website, slamhomelearning.org, for free games, activities, and videos.
00:17:04.240 --> 00:17:11.599
If you found today's episode helpful, I'd appreciate your support by subscribing, reviewing, and sharing the show with someone you know.
00:17:11.759 --> 00:17:13.119
Until next time.
