Series: This is a test Series

Third Grade Math Routines
Lesson Objective: Use a variety of daily math routines
Grade 3 / Math / Planning

Thought starters

  1. How do students practice multiplication in a variety of ways?
  2. What engagement strategies does Ms. Saul use?
  3. How do these activities build both skills fluency and conceptual understanding?
39 Comments
WOW! I loved this video so much. You are an AWESOME teacher. I was wondering where can I get the songs that you used in this video and the Choose 3 Ways sheet. Also, the way you end the day with your students was very eye opening. I think we often focus on the greeting at the beginning of the day and sometimes fall short on ending the day in the same manner. Thanks!!!
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Thank you for sharing this wonderful teacher's work. I am new to third grade and I am grateful for the superlative model for third grade math. The skip counting songs Ms. Saul uses are perfect. I have looked everywhere for them, with no luck. Are they available? Will they every be available?
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Hi Brenda and SeTara. I did some searching and I think I have found the CD that Jen is using in this lesson. I am not positive this is the same one, but here is the link - http://melodyhousemusic.com/catalog/math/multiplication-motivation-2nd-4th
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I really learned alot. Also thanks for the website for the skip counting songs
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Loved it! Thanks for the great ideas.
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Transcripts

  • Classroom Close Up: Jen Saul Teaches 3rd Grade Math:
    Third Grade Math Routines

    [01:00:06;03]
    Jennifer: My name is Jennifer Saul.

    Classroom Close Up: Jen Saul Teaches 3rd Grade Math:
    Third Grade Math Routines

    [01:00:06;03]
    Jennifer: My name is Jennifer Saul. And, I teach third grade at East Palo Alto Charter School.

    Narrator: Our Classroom Close Up cameras joined Jennifer for one afternoon's math lesson.

    All: (Singing) I work hard everyday. I learn in many ways. I look at all the clues, and decide what to do. I work hard everyday. I learn in many ways. I look at all the clues, and decide what to do. I work, work, work, work, work hard all day. I think, think, think, think, think of the ways. I work, work, work, work, work hard all day. I think, think, think, think, think of the ways. Let's work!

    Narrator: This first video segment provides an overview of her teaching techniques and classroom culture. In the other segments, we zoom in to provide specifics and more details from the same class. Let's take a look.

    Jennifer: With my students, I take the approach of "You think hard everyday" and because of how hard you work and think and apply yourself, that's why you have success.

    All: (Singing) I think, think, think, think, think of the ways. Let's work!

    Jennifer: Daily practice of multiplication facts is one of our instructional guidelines.

    All: (Singing) 5-10-15-20-25-30-35-40-45-50. (Repeat)

    Jennifer: So we sing our skip counting songs. Music unites us together as a community in our classroom.

    All: (Singing) 7-14-21-28-35-42-49-56...

    Jennifer: We sing them together. And, it really is helpful to keep their energy level up, and their engagement.

    All: (Singing) Big.... and 63- and the best one of all is 'ole 70!

    Jennifer: We would ike everyone to commit their facts to memory and to have recall of three seconds or less, per fact.

    "And....go!"

    So we do Fast Facts daily practice drill. Twenty-five facts and they have a minute and fifteen seconds to complete them. Right after we complete Fast Facts, we do Mental Math.

    "Why do you think we do Mental Math? Why even bother? Sara?"

    Sara: "We do Mental Math because there's math all over the world."

    Jennifer: "There's math all over the world. And, all over the world, is there always a pencil and a paper?"

    All: "NO!"

    Jennifer: "But is there always our brain, if we're there?"

    All: "YES!"

    Jennifer: I present them with a problem.

    "What would be the total number of books?"

    We have been teaching them strategies to break apart and put together numbers in their head. Their body is telling me that they're listening. They're nodding their head, and their eyes look alive.

    "Carlos. How much?"

    Carlos: "90"

    Jennifer: After Mental Math, we do Find Three Ways.

    "I need your help figuring out for four hungry teachers, is my $20.00 enough to buy four burritos?"

    Once the problem's been recorded on the board, they are sent back to their seats and they have four minutes to wrestle with the problem independently.

    "Ok. Discuss with your table."

    And then, we want their heads together, conferring - a chance for them to practice using the academic language and have discourse over what they're doing. At the end,

    Carlos: "I added all the two..."

    Jennifer three students are called up, and I use my document camera, and they can show and explain their work.

    Our end of the day procedure - I like to incorporate some type of physical touch, whether it's a hand on their shoulder or a squeeze and release hug. I just want to assure them that I've been very aware of their presence in my room all day.

    "Cesar, it's so good to have you back. I'm sorry you've been feeling sick."

    I am also a parent, and I know what it feels like to turn your child over to someone for six or seven hours a day. And, so I take it very seriously, and I realize that each individual in my class is someone's treasure, and special, amazing child. And, it's very rewarding.

Teachers

Jen Saul
English Language Arts Math Science Social Studies Arts / 3 / Teacher

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