## Year 1 Follow Up Day 3

Welcome to the Year 1 Follow Up Day 3 Review Module! During our first year, we worked with teacher-participants on ideas surrounding constructivist teaching methods (the basis of the Anchor Task teaching strategy), technology integration (iPads and apps), and integrating literacy strategies (interactive notebooks). Feel free to watch the videos below and read the linked article to get a better understanding of how we explored teaching a rigorous mathematical curriculum. If you have any questions, please feel free to contact Joelle Lobos or Tony Alteparmakian.

Watch the following videos about the app Classkick (don't worry...each of them are only about a minute or two in length).

Watch the following video of Cathy Humphreys teaching "The Border Problem" (I know...the title is unfortunate. But if you ever search for versions of the same, decades old mathematics problem, you will only find some of the older, original resources under that name).

One of the fears that teachers hold regarding the Common Core State Standards (CCSS), is that there is not enough tie to teach all of the concepts. However, open-ended problems often result in unintended connections to mathematics content that make teaching that content much easier in a relevant context. Take, for example, The Border Problem. One of the discussions that can arise from this problem is how the students completed their arithmetic calculations. When I've shown this problem to students, I noticed that they would multiply before adding because in the context of this problem it makes sense. It's only half of the order of operations but there's no need to teach all of the order of operations at once. Creating a strong foundation with multiplication and adding, in the context of this problem, made teaching order of operations to those students quite simple and it took far less time than the traditional 3 day method of direct instruction using PEMDAS or GEMS (both of which can be confusing).