(AV17628) Where’s the Math?

(AV17628) Where’s the Math?


we do Oh from Timbuktu and brought me back and
brought me back a taffy there often the first ideas to the it’s a nikki is one of my favorite games and it
is children and what I like about it and that my and so they they get to lose that many states the
person could guess correctly if it is wrong the person who has another kid
gets to move that big space whatever you’re always thinking blue paint get
the idea so what I’d like you to do is with your partner just say you know yeah the know that race for 21 I want them to
know what 21 looks like that’s 510 we fill it up that’s 11 that’s 15 that’s 20
and 21 typically with young children I’ll do race to 11 that means filling it
up to just 11 but since you were adults tonight I thought you’d have a good time
doing 21 now I’m not going to have you do it on the board because number one
there’s too many of you have boards and you don’t
based on what how many hard it was to find three coins you may have trouble
finding 21 so we’re not going to do that but instead we’re gonna do it orally and
what you’re gonna do is you’re going to turn to your friend because here’s how
you move here’s how you move you can either put in one or you can put in two
so I can say one and you can say two three or in other words you’re putting
in – so watch watch let’s play it with this
and then let me there’s a counting way you can just do it and whoever says the
twenty first one or the twenty first number is the winner okay so you have to
think ahead a little bit so watch let’s say somebody wanted to
say what do you want to do one okay so I put in one and then I might put in one I
could put in one or I could put in – then let’s say you put in two I might
put in one or I could put in well I just put in three because I put two more but
you get that you get the point of what you can do whoever puts in the twenty
first one is the winner now if I’m counting because you’re just going to
count you have to visualize the thing so obviously I would never do this with
kids at this stage I would maybe do it at third and fourth grade with this but
so turn to your partner and so for instance let’s just pretend from is it
Christina can I pretend like I’m doing it with you so go ahead and just say one
or okay one two and I might go three four then you go five six and then I
might go seven then she’d go nine ten do you see what I’m doing and whoever gets
to 21 whoever says 21 is the winner turn to your partner and try that only use one and two and you can’t say I
don’t want to do it okay everybody I hate to stop you but I
I want to illustrate a couple points here why do I do this with kids again
I don’t do race 421 I do race 411 okay there’s there’s a pattern to this
because I want them to see what 11 looks like and oftentimes when I’m playing
with them I will play a game with them and say well how many more do you need
to make 10 and how many more so I’m always working on that idea of what that
looks like but here’s another thing I do with it I say comes to be parent night
we’re getting close to parent night and I say call up a small group of kids who
play these are choice games I put them in the centers and they play them those
are interesting I’ll conquer I’ll say you know what you guys I know how to win
every time on this game and it’s not because I’m smart but it’s because I
know the pattern if you can figure out the pattern you can win every time
wouldn’t it be fun to have your parents come and beat them
what does be fun so I really we end up doing it and they love it so but I’ve
got to show you because you have to find the pattern is there somebody that’s
really brave in this room that will play me I will win I’d do this with this I do
this was my group of kids – no I will win but you have to be really brave to
kind of show it is there anybody here that would like alright come on up here
yes she was a wonderful teacher in my class today thank you okay now when
we’re partners anytime I’m a partner with a child I do this routine we have
to shake we have to shake hands and we’ll we will be very good partners I
can tell all right so you go first and and what’s interesting everybody
what’s interesting everybody is when the only way I know to win this game is if
they go first really yeah yeah that’s the only way I
know to win yeah but no but listen note know that parents get all excited they
say they were so nice they let me go first I just love it because it’s so
funny alright so you said 1 2 now remember
you’re looking for a pattern and what I’m gonna do
ok children don’t recognize the pattern for quite a while because they’re too
busy looking at you but I’m going to cheat put two I’m going to put one keep
going no you can do whatever you want yeah you can’t do four oh I’m sorry ok I
got you you’re doing you’re doing the other you’re doing the verbal one I just
was me so you just want to put in one okay and I will put in two she’ll put in
two and I will put in one really okay oh my gosh should get me something okay one
I’m gonna do two and I’m gonna do one and I’m gonna do two and I’m going to do
one give your hand thank you for doing that 21:21 has seven sets of three so if they
give me and the kids I don’t explain this but if I give one they put in two
if I put into they put in one and so on and the kids get that do you see the the
sequence again my main goal is that honestly that they see that what ten
what it looks like and they fill up the ten frame because that’s a wonderful
model for them to use and it makes a lot of sense five creatures is a wonderful
book that I gave the the copy of too it’s preschool today it looks at part
part whole relationships which is what I use it but I’ve been doing something
different with it and I’m gonna skip this tape it’s a new one but I think
it’s it’s one that makes sense what I do now is I have them from that book you
can do a lot of things but I have them draw a picture of their family okay and
and by that I mean anyone any creature who lives it’s called five produced any
creature who lives at their home which could be any animals I please I do not
discuss what makes a family anybody that lives at their home or where they live
is just fine to count and they draw pictures of them this is at the be game
of the year and then I take unifix cubes they put take a unifix cubes and put one
on every creature that they have it’s a very tall family they then put those
cubes together and they compare the numbers in the in the and their family
now what I like about this is we write a book every week in the classes that I
teach most of them are math obviously because that’s what I’m doing so what we
do this was at the beginning of the year everybody takes their towers so if they
had five they have five unifix cubes in their towers they twelve they have 12
unifix cubes in their tower they always feel sorry for mr. Copley because she
only has two and she’s very happy there’s no animals there’s just a
husband yay I like that so mine is always the little one and they go oh and
I go that’s good it’s fine then we we put our pages to match the unifix cubes
towers so everybody that has three puts theirs in a pile everybody that has four
so they’re matching they’re not necessarily counting but they’re
matching the size of the tower what is wonderful about that is this
they then we make books and we make a book and these are class books of stay
so we have a book for three creatures and everybody’s there has three
creatures in their class puts it in that notebook everybody that has four
creatures puts it in the four one five six when we in the class I was in when
we got to twelve we just said twelve and more and there were plenty of those and
in the classes that I teach so we put them there now here’s the kicker and
here’s what’s neat what happens is in any news when someone said I got a new
puppy I got a new sister got a new uncle Jim came to live with us and whatever
then they have to change their they have to add that to their page and then they
have to change their page to another book one thing we know is that no one
ever leaves our family we’re always part of the family so if a pet dies or
somebody leaves they really haven’t left they’re always still in our heart so it
always they never can go down in pages they only go up what’s nice about that
is it really helps them in the counting on process and thinking about what that
is one year we had a mother who had triplets oh my that was really exciting
what book are you going to be in today because it just we weren’t sure how to
quite get plus-three going on that one do you see but it really makes a nice
thing it’s a great beginning of the year activity you haven’t seen this just
brings up another comparing activity with tomato this is on the outside of
one of my books this is a when the kids when we use we cannot cook in Texas in
classrooms anymore which just is so upsetting to me because a lot of my
stuff dealt with that so we were making pizza and they were doing tomatoes
having tomato sauce and stuff and I always have them cut out and I have a
cutting and folding Center because I think it’s good fine motor for them but
they were cutting out tomatoes and then they had to put whether they liked it or
not and so we had 10 people who like tomatoes and six people who didn’t and
that was just part of the comparison so I just wanted you to see that as an
illustration well it is now time for geometry and geometry is just one of my
favorites I could talk about that forever but so that I don’t have to talk
about it forever here’s what I’m going to give you a couple a couple things so
listen carefully at the end of your tables you have or into your tables into
your libros you have a thing of post-it notes here’s what I need you to do I
need everybody in just a few minutes you can start passing them down the road I
want you to take two of those post-it notes off okay – everybody’s going to
need two post-it notes and so it’s going to go all the way down to the end and
make sure everybody gets to because with the two you are going to put together a
particular we’re gonna do some geometry tonight and
I was was going to have you go eat during this time but frankly I would
lose probably 25 minutes with you going to get food so here’s what I’m gonna do
I’m gonna tell you how to do this activity and and then I promise you I’ll
stop before 9:00 so that we can eat okay because there’s some really good stuff
over there but I don’t want to lose you right now because you’re with me so far
and if you just can’t stand that you can go over and get food and I’ll never
notice because I teach whatever okay take your two post-it notes and I’m
gonna steal yours for just a minute what I need you to do remember I told
you I have a folding and cutting Center I do lots of folding cutting right now
what you’re going to do with these you’re gonna fold them into triangles
now one each square so you’re gonna end up with two triangles you know how its
sticky by the way this is the cheapest square you’re gonna get it’s a real
square I love it I used to spend all my time cutting squares for kids and they
never were right and you know they whatever you know that so we do the
sticky side and we make like a taco it’s what we say bring up the tip and we go
zip zip zip okay everybody kind of got that zip zip zip
we do everything auditorally it’s just that’s how life is so you need to make –
now on my in my center folding claim center I have a big bucket that has a
big smile on it and that’s where they put the ones they make that they like I
also have a big bucket that has an O face on it kind of a sad face I own it
so they get practice their job may be to make two triangles they put the two they
like in here and the other ones that don’t come out and then they become my
scrap paper so it works so I made one for you so everybody’s going to need to
because you’re going to use the two you have with your partners to to do one of
the activities that we have okay and we will get started what is geometry while
you’re doing that what is geometry well geometry is really three things its
shape understanding shape and decomposing shapes and clean them
together so you were right with that it’s also spatial orientation where am I
in space its although spatial words that she uses some of you did
someone think they were Spacey is that the I don’t know but anyway where are
you in space are you under over it’s all of those spatial terms that are very
important for kids to know and spatial visualization which is the thing we
forget and I’m gonna do quite a bit that’s what I’m going to do with this
the triangles with you young children doing geometry we do a semi Venn diagram
by give them paper plates and I give them in this plate these are made by
four-year-olds do you see this plate the word on the back of the plate that they
had made was yellow you see it was the word yellow so they put all yellow
shapes and our job is to guess what what those shapes all have in common you see
how that’s a nice man diagram what do you think the word over here is circle
so we do lots of those kinds of activities if it’s in and it’s it’s a
they make everybody does one so we have 21 25 puzzles that we have to see if we
can figure out it’s a nice way to begin that you just made for triangle shapes
if we had time I would have you put those for triangle shapes together we
don’t have time to do that part but I will let you know again I apologize not
you glad you sat up front that’s just marvelous okay what happens is if you
put these four shapes together you can na you match you would match the sides
exactly and I put two these two together and I’m going to take these two you can
actually make 18 different shapes so let’s say I put this one here that is
actually a hexagon because it has six sides now it doesn’t look like a hexagon
because we only think hexagons are the yellow pattern block that is a regular
hexagon but that has six sides so that is a hexagon so just with using four
shapes kids can experiment make all kinds of things it’s very hard in this
setting to do that but it’s a really neat activity and makes a lot of sense
well I want us to do an activity that I call look make and fix this is the
spatial visualization activity I was talking about what the spatial
visualization mean it means that I can visualize what something looks like and
and not soli be able to see it at first I can
look at it and then make it and then come back and and look back at the
object so I’m able to remember stuff now think about this for just a minute have
you ever had somebody give you directions to go someplace and you’re
like I don’t know about you but I’m not much good at this you know TURN RIGHT do
this go north go now so I hate the ones that go go north so much and then south
and I’m thinking so what does that mean which way do I turn it’s dark I don’t
know which way is north never could do that very well but it’s that idea that
you can picture where you’re going now I’m the kind of person that turns the
map over to make sure I’m in the right perspective I don’t know about any of
you I I may have just ruined your whole view of me I don’t know but that’s the
truth I have a hard time with that that visualization part my husband is a
builder he can walk in this room and tell you exactly how much pain he needs
or how much if he’s gonna build something how many feet it would be
whatever I go in and go I have no idea I can’t visualize the stuff like he can so
this takes practice and almost every IQ test uses or testing of whatever uses
you know how they say does this shape look like this if you put it over here
you know those ones but we’ve give very few kids and kids don’t have many
experiences with that so this is called look maker fix here’s what I do I have
my four triangles on a magnet board okay I will tell you I used to think this was
too hard for kids I am wrong it is not too hard it’s something they love and
they do it so here are the rules first of all I’m gonna put make
something for you and you are going to look at it you are not to touch your
shapes while you’re looking at it so you put those down don’t you try to make it
at this point okay you’re gonna look at it I’m gonna
show it to you and someone will know that you’re touching it if you are okay
then I’m going to then I’m going to have you put them then I’m gonna turn it
around and I’m going to say make it from your memory you have to make it and then
I’ll turn it around and you fix it did you get the you get the idea so there’s
no right or wrong other than you are in charge of fixing
okay I’m going to show you a sample of kids doing it I promise you
well I won’t know if you really bad at this but some of you will be that’s how
that usually works okay all right so I’m gonna do one I’ll try to do one that is
that I’ve done with the kids because right now we’ve done a lot of them and
the kids are really getting good at this okay this is what I did a couple weeks
ago it’s really good you ready no touchy by the way you may
talk to a friend and say how are you going to you know talk about how you’re
going to remember it and because I think the verbalization is
great okay you ready look welcome to talk about it you can talk about it right now okay make I ready Becks yes I think this was entirely too easy so
I’ll try a different one you ready ready look okay I want you to know that I am not
good at this myself and I’ve had to really work on it
it’s something that it’s a little different let me show you a video clip
of a group of children now this is I need you to know the background of this
na ey C was working with me on this new revised version of the young child of
mathematics and they wanted very much for me to do a different take for this
and I didn’t have one and so I had to go into a class and I’ll tell you what I
was thinking on the way and we haven’t done this before this is new I just I
don’t ever usually I start by doing one that has one circle a square and I would
never do tangram pieces which is what they I would never do that at first and
but that’s what I needed to illustrate so it was one of those cases where I
went and going this it’s not going to be good they’re not gonna do well but at
least maybe it would show an example of what could be doing and I was totally
wrong this is the first time they have done this activity one thing you need to
know most of the time if we’re doing a whole group thing I’m sitting in a big
circle but in this particular case obviously if people are sitting on this
side their perspective is very different so the kids have to sit facing me and
rows and so I’m not I’m just explaining that’s one of the kind of parts but I
want you to see how well they do again these are three and four-year-olds
mostly fours in this particular class this is a head start site are you ready put it in your head don’t touch your
shake no no don’t oh no no no touching chitchat oh don’t look pop to your
friends and tell them type of person it should say how are you going to remember
this okay are you ready alright make it you don’t need all of your shapes for
this problem just to get out the back okay we’re gonna fix in just a minute
I’m doing turning around in just a minute all right you ready to look okay
you look you made now this step is fixed that means you look at it and see if
yours looks exactly like it if it doesn’t you fix it make it anyway okay
all right you ready here we go look at this one it’s make a triangle
and this one is a smaller triangle boom this is a hard one five pieces tell
somebody next to you how are you going to remember this oh I heard somebody over here saying
they’re remembering it has lots of an angle that’s a good way thank you
they look at the shapes look at the sizes okay nobody’s touching yet or you
think you’re ready yeah all right me thank you
don’t need all your shape they’re focused on triangle not five way I used
five shapes I hope you use by shapes you have to make it just like
I did do you remember what size worried about
you you see the square that top of the Christmas tree visualization is very
important and one of the things I do is I add I take block pictures of buildings
in Houston we’re right in the middle of the city so there’s plenty of those
buildings and I take photographs of them and put them in the block Center and we
build we look at the two-dimensional picture and try to build those buildings
it’s a very good way for them to transfer two-dimensional to
three-dimensional and and and work at it from here
we play a game that’s called the tower game and some many video clips of this
where they roll it die and they try to build blocks on top of the paper and if
they get to and of course now they’re saying yes it stood but what’s
fascinating to me is how many children really do not really know how blocks
stack and and the idea that I’ve had so many children put us fear on top of the
tower and wonder why it rolled off and and that’s really what we should be
doing with geometry is looking at how the shapes fit together and how they
compose to build new things I’m not going to show you this tape because of
our time but if we look at this I love this because remember I told you pattern
and geometry works pattern works with everything little girl I have what I
call tents that the kids have each child in my class has two tents which are just
index cards folded with their picture on the front with their name on it and they
get one picture a week of something they’ve done that they’re very proud of
and they will put the tent by it that means no one can touch it until I take a
picture and that becomes part of their portfolio and it’s I love that because
they decide one thing they really like I decide something else so they usually I
put two things in their portfolio a week in a typical classroom this is this
little girl wanted to do this she was so excited she said I made a pattern with
my box and I said oh great could you read your
pattern to me because I always have them read the pattern from left to right so
she went down up down up down up down up up down up and I said you know I’m
really puzzled by the buffoon over here and I wish you could have seen her I
don’t even remember her name but I remember the person she was like mad she
goes Geoffrey took my block and would not give me the one I wanted so I could
be down and I’m just but I mean she just was and and I remember Geoffrey well he
was one of those that you remember well and I I thought I looked at the block
and you know my mind I’m thinking she could have put it down so I called
Geoffrey over and said Geoffrey I’d forget the little thing but so it was
very upset about this block that you did not learn you said he went over and
looked at when picked it up turned it over went and walked up and she’s going it’s amazing to me how kids don’t see
the different orientations and that’s just an example of that particular thing
you see the little mylar that it’s down and I don’t know if you guys have mylar
paper here we have so much Sun that comes in our windows that oftentimes
they’ll put that mylar that they get at the height our restored that our
reflective pieces we’ll put in windows I can tell that’s not a problem here we
every when I talk to Texas people they’ll go oh yeah yeah yeah so but I
put mylar in in building things and you notice I have lots of different book
lights the block I’m a believer yes I love Carolyn Pratt blocks unit blocks I
think those are marvelous but I also put a lot of other ones because they give
them other things to look at and to experiment with but I put mylar papers
in there and put and maybe put them on tag board you can get it at hardware
stores and it’s wonderful for them to have the reflective pieces to look at
behind the shape and in front of the shape and all around it’s a very
important aspect now what this is and this is what you need to know kids will
build with blocks for me I will take the pick the picture of the block so this is
the photo of the blocks my husband’s a builder I told you and he he brings in I
take he brings some of his plans in so that they can see what they look like so
I take white butcher paper and black crayon and they make a they make I take
a picture of what they built which is what this is on the side and then I they
draw it they make the plan they draw it with their black crayon on white paper
we roll it I attach the picture to the paper and then I write architect
architect John Smith or whoever whoever the child that did it and we roll it up
and we have a host set of building plans in the block center so kids go over and
build take it out open it up and build Jonathan’s plan now that is so neat
because I can’t tell how many times I’ve heard in line you know or when they’re
going something i builded your plan today and and then i’ve talked about you
need to when you build somebody’s plan you need to call them over and it’s they
could need to inspect it and see if it makes sense you know you see how I mean
practical stuff that relates directly to geometry but as well as to life this is
Mark he built this I think it’s pretty cool
this is him that he got out that plan so I laminate these
put them in the political center and the kids use them do you get the idea it’s a
neat way to do what I think another thing that this took me I I’m
embarrassed to tell you this took me I didn’t figured this next thing out till
about six years ago and I’ve been doing this a long time how stupid of me not to
have thought of this have you ever had something like that where you go duh how
could I be so silly four years I’ve had kids bring in Spears bring in balls
bring in boxes bring in everything I can so we have a bunch of shapes of
three-dimensional shapes and that that we pass around you know everybody pass
around cuz I can always go get blocks from someone but I never have enough
pyramids I never have enough stuff you know you know what I’m saying and so I
like kids to be holding something as I’m talking about it or as we’re talking
about it or moving it so suddenly it hit me why not use play-doh and why not have
everybody build make something at the same time that that we are all and we’re
talking about it and we’re looking at the attributes of three-dimensional
shapes so here’s the phrases I use and I’m gonna show you a video clip of this
because it just I think it tells it so much better looks like a ball it’s a
sphere I use correct language I’ll say it looks like a ball but I call it a
sphere and what I’m going to do is we’re gonna and they ought most of my kids
have transformers or whatever so I simply pick up a thing and I’ll put it
in the middle I teach this as a small group as you’ll see and I pick it up and
go alright you ready looks like a ball I call it a sphere and
I put it down the middle and I say transform now you’re gonna see me doing
it along with them because I’m purposely talking a lot the reason I’m talking a
lot is we’re gonna be talking about the after I’m saying we got to make it roll
we got it listen listen you’ll listen to my language because this is the language
I want them to get looks like a can it’s a cylinder looks like a box it’s a
rectangular prism cube I know you’re wondering about cube the fact is a cube
is a special kind of rectangular prism and it’s for another time in place
probably but anyway so watch the tape if you will this is a taught in a small
group you’ll see why in a minute transform makes a shape just like that I
call it a sphere I’m gonna make it smooth it’s like a ball isn’t it
did you know when I call it I call it a smear a three have you ever been smear
now that’s a big word here can you say all right now put that in your plate I’m
ready to do when are you ready leave it down for me
because I’m going to put another one this was a ball with our hands like this
everybody like here we go are you ready for the next one
alright transform everybody try your own for a minute I’m gonna roll it like this
see how I’m rolling it because I want it to be and then I’m gonna go I’m gonna
make it to get the idea could you also tell that we’re from the south a little
different there um do a lot of quilts this is a quilt made in a fourth-grade
class or fourth grade four year old classroom it took up the whole piece
what we did their job is I give them a big white piece of paper and they then
they have to use they have to order I had some fifth grade kids come down this
was at a school that was an elementary school and they were in charge of the
quilt shop and the kids had to go up and use their words and tell what color they
wanted and what’s shape they wanted so they had to tell whether it was a
rectangle or a square and all these dimensions by the way are in one of the
books I wrote but if you need those and want to do it you can email me and I’ll
give that to you as you look at as you look at these this
was 11 but this was a big sheet of construction paper every child had the
neatest part is on family night they had to stand in front of it and tell where
their quilt piece was and their parents had to find it and they did it by
talking about the colors and the shapes I mean mines on the top row and it’s you
can you see her all the wonderful words that they were using and they were so
proud of it it’s actually beautiful don’t you think this is what we did at
the end of the year we take triangles and put them together into a quilt this
is much harder sometimes I don’t get to this because it’s much harder to put it
in they have to cover up all the white spaces and see the little boy at the far
side is doing it fine this little girl is going to have trouble getting all
those pieces in there and putting it there but when it’s done it looks
beautiful can you see the quilt it’s very very nice and again what they’re
doing is decomposing and composing shapes these are all objectives that are
very important for geometry so let’s you see it’s a whole lot more
in the name and shapes isn’t it yeah a lot different measurement I’m just going
to very briefly go through this there’s so many things for me to tell you with
measurement but the most important thing is one that I can ill
great so here’s what I want you to do I want everybody right now on a piece of
paper or tell your neighbor if they’re not sure you’ll do it or whatever I want
you to write down the number of snaps you can do in one minute if you never
got tired and you were snapping as fast as you could let me illustrate what a
snap is this is called it this is a Fermi and Rico Fermi out of the
University of Chicago wrote a lot of these problems which is something we’d
never be able to solve okay this is one snap oh no snapping now you’ve all
snapped in your life I don’t want any early snapping but this is what a snap
is this is one if you are – Hannah Stamper you might do this routine if you
if you do it like this it only counts as one but this would count as one –
whatever okay so write down a number how many steps did you do if you went as
fast as you could and you never got tired write it down on a in one minute
write down on a piece of paper or tell your neighbors so you won’t change your
answer okay okay you ready everybody got that well I’m not gonna do
it for a minute but I’m gonna do it a sample for 10 seconds I’m gonna snap as
fast as you can for 10 seconds then you’ll multiply that number by 6 for a
better estimate really it’s still not gonna be right because you’re gonna get
tired in 10 seconds ok so are you ready all right ready go stop multiply it by six how many people underestimated raise
your hand very typical most people do why do I do
that well usually I do it with a lot more finesse than a lot of other things
but here’s what I want you to know this is the whole idea of measurement in a
nutshell children need experiences to be able to
do measurement well and we need to give them experiences in measurement now you
didn’t do very well in that if I was giving you a grade on how well you
estimated I didn’t look at most of you would do very poorly be a very bad grade
because you weren’t very good at it you knew what a snap was and you knew what a
minute was you could even define minute couldn’t you but the fact is you’d never
done them together you can teach children what an inch is or whatever is
they’re like but if you don’t give them lots and lots of practice they don’t get
it if you’ve ever driven in Europe and tried to figure out how many kilometer
long it take you to go so many kilometres if you haven’t you can be
able to define it but if you haven’t had experiences with it you have trouble
right so my main goal is to give children experiences a little boy said
to me miss Copley I’m taller than you and I said draw me a picture show me he
did right he is taller than me in that picture right again he he was learning
and that’s one of the things because there’s so many processes of measurement
the kids need to learn this just gives you they use perceptual clues to compare
I know you know that but again they do know that these attributes exist I don’t
have time to go into all of these tonight but what I’d like to do is show
you a couple examples and again if you do want the handout you can get it and
get this information I love the book actual size because if you haven’t seen
it and for a while down at our place and I’m I don’t own any part of Kohl’s but
they were selling it for $5 and I thought about 10 of them and gay
them away because they’re really neat but in that book how tall are you it has
the big elephant feet so what I did is I took the elephant feet which is on the
left I took the my size feet and then my
grandson’s little baby feet and the kids measured how tall they were in those
feet what was interesting was I kept saying I just don’t get it
I think elephant feet are big and I only am three elephant feet tall and little
the baby feet are little and I’m a whole bunch of those I don’t get that that’s
the inverse relationship and measurement it’s a very important one but missus
Copley keeps having confusion with it and so we just keep doing many of those
kinds of things I have one of my favorite favorite things to do is we
make cars when I taught a lot of science and math together and so we made cars
that roll down ramps and we did a whole bunch of stuff with that but we they
bring cars from home and we we measure how far they go coming down the ramp how
far did they travel and the kids pick the very best car and I do this routine
I say my car I’m gonna bring a car tomorrow and mine’s gonna go farther
than anybody’s I’m so excited and the kids are going oh because they know I do
this quite often mine’s gonna go farther than anybody’s them but let’s measure
how far yours goes because only one car can fit on the ramps so we measure and
we measure using licorice sticks because those are my favorite things so we
measure using Richt lipsticks and well maybe maybe get five let’s say five
berries every year so this car went five licorice sticks and we write it up five
licorice sticks I’m so proud yeah yeah yay but tomorrow the car I bring is
going to go farther now I will tell you I’ve had this car a long time it’s
terrible it only goes it barely makes it down the ramp and goes about this far
and I know that and I bring it put it on my desk or high up I don’t let anybody
test it we’ll test it at the end of the day so all day long it’s your car is
that going to go as far yeah yep go farther so I just can’t wait and I mean
and you can you can understand how excited we
get let me do that so we’re getting ready for the big test okay
put my car on I’m excited let it go down and it goes just in the kisser yeah and
we’ve got a measure we’ve got a measure it was done with licorice sticks so I
bring out a licorice stick and my licorice stick is only this big and I
use it and I count one two three four five six seven eight ten microts ticks
yay ten is bigger than five and I put it up
and I’m all excited now there’s a couple kids that go okay
always but there most kids are going that’s not fair that’s all right well
what do you mean I use licorice sticks now I keep telling them I love licorice
sticks so finally somebody says you ate it I really don’t like licorice sticks
it’s just that that works well so do you see what I’m trying to do and it’s it
what do you mean well you got it you got it you got to use look I did I counted
right I did the thing yeah I did what’s wrong I don’t get it
you know mrs. copy needs a lot of help in thinking do you get the idea so that
when I say experiences that’s what I mean
experiences that really help them do some thinking this is one of my favorite
favorite things remember soon we I find their birth weight and their weight when
they were their length when they were born and we make sand babies and these
are made with their we put sand in them a ziploc bag tied real tightly and it’s
the right weight and then I put a piece of adding machine tape that shows how
long they were and the kids get to hold their babies and then compare them and
we write books about when I was little I was like this and when I was big it is
actually one of the most wonderful things we do you’ve got to understand
many of my kids are homeless I teach in one school that all the homeless kids
from which the main shelter in town come there and so when they have their own
baby it’s just a really I could get really excited about math can you see
it’s kind of we’re comparing the weights these two little guys were two guys that
had just been in a fight outside social skills are something that’s very hard
for our kids and but when they held their babies it was you can hold my baby
if you’re very careful and they switch babies and
I it was just one of those nice moments I used Margaret Miller’s now I’m big
book and we write that book when I was a baby I and then now that I’m big we we
did the other page notice they’re babies are next to them and it just is a
wonderful thing we compared the weights many of the kids we can’t get their
weights for various reasons so I have the average weight for a baby at that
time and we make theirs that way I do have a quick funny story on that
one I we have a discussion after they make their books about what they’re
gonna put on when I was little when I’m now that I’m big and one little kid
racing has said when I was little baby I drank from a bottle and I say right and
now you you drink from a cup very good and somebody kept when I was little I
drink from my and I said and now you drink from a cup he said yeah oh gosh I
can’t quite say that one you know it’s important that they identify attributes
and and all of those kinds of things measuring with worms is something we do
and I just love this particular thing because I just tell them tell me how
long my arm is and it’s very interesting how kids misinterpret attributes and
they will call them this for instance this child is measuring the arm using
worms I do a lot of exploration I don’t know what this child is measuring this
is perimeter the child is measuring the perimeter around the arm this handprint
this chubs measuring area you see fine at this and again we do a lot of
experimentation and then we come up and mrs. Copley only use three worms to
measure her arm Wow I have a long arm and you’ve used that whole pile hmm so
we start trying to measure how would we measure and so I really work a lot on
process of measuring because that’s where they are at this stage not telling
them how to measure but just finding out ways that they can do it I don’t know
what this jobs does either but here’s my last story my dad was a
minister and when he said here’s my last story I got really excited so this is it
guys this is in you’ve been really wonderful but this is I one of the
schools right by the University of Houston is downtown Houston and it’s
right in the middle of one of the rougher areas of town but the University
campus is beautiful it’s just it’s an inner-city University we have 35,000
students so it’s not a small place it’s a pretty big place but one of the
schools next to us is Cage Elementary and it is a school that really you can’t
play outside you have to play in the inner court because outside is kind of a
rough place to be but they have cemented they have these big cement blocks in the
middle and no green and one of my grad students who was got his master’s degree
with me he said you know he told me about this he said I think we should
grow vegetables and and and then we’ll have to write you and tell you how big
they are and what they’re like so it became a wonderful process these kids
grew vegetables and I mean they grew vegetables they knew more about
vegetables than I ever did measured look at their faces I mean this
was harvest time just so exciting and just Oh miss Copley it grew big and well
how big I need to know cuz I can’t come over and see it today so could you tell
me about how big it is what help what does it look like but look at look at
the greens that they have in here this man is this pride or not this was a
kid that had never done anything like this it was the most exciting thing we
then took it to the gardeners corner and I I must confess I spent more at the
gardener center than I normally would spend for vegetables but here’s what
happened they made more than one hundred and forty dollars by selling their
produce now then what happened we had to figure out how to make it fair and what
are you gonna buy without over 40 dollars you see these kids really
learned about math through this project it was one of my favorite things well
you guys have been so very very nice to me people have been so nice to me all
day and said nice things and you may say nice things today I don’t know but what
I do know is this is the best compliment I’ve ever gotten this came from a young
child I can’t remember whether it was a
kindergartener or first-grader when I adopt a school I adopt them for a couple
usually three years and so this one nice thing about me is I don’t have to teach
the first couple weeks of school huh yeah it’s not my favorite time at the
beginning of the year probably not yours either I also don’t have to teach at the
end of the year so I was saying goodbye to the kids and saying you know see you
next year I’ll be back and a little boy chased me out with my stuff and he said
miss coupley you know you have so many problems I just you know come by next
year any time by the way we’ll be in first grade but but come by anytime and
we’ll help now why that why is that a compliment well to me it said there was
they felt powerful in math they could do it they could solve problems that’s my
goal is to get them to really understand but also to know that they can solve
problems I have included on this list just some these are the books that I’ve
written or been a major part of so I felt like I could put them up there you
can if you just type in wanting a copy you’ll see these if you’re interested in
those kinds of things this is my email address and I’m very serious about this
I answer sometimes as many as 50 to 100 emails a day I’d really try to give
response my goal in life is to share with people I can’t tell you any of
these ideas are mine I’ve taken them from from many people I stolen from
teachers we’ve shared them anybody that tells you their ideas are all theirs
they’re wrong the fact is we we do things with ink now I may rearrange them
differently or try them differently whatever but but I just it is a
privilege to be a teacher that shares openly and I’m more than happy to so
email me if there’s something that’s not clear I don’t know how you’re going to
how they’re going to disperse the handout if you want it but again if I
can it’s just that it’s very hard to do it over online so if you are interested
in anything you’re welcome to do that I want to say to you thank you very much
for having me thanks and now you get to eat right is that
correct okay sorry carry on a college student go
over to the back table there and get your certificate and then also we will
have we will have the lecture tonight and other materials for you that dr.
Copley is sharing with us on the hdfs website there’s a part in there labeled
Hanson lecture and we will be materials and resources up there for you
so thank you for coming yes Oh

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