"Pin"spired!

I think I might be a little bit addicted to Pinterest!  I have more recipes and craft projects pinned than I will EVER have time to try and so many teaching ideas that I have forgotten what I have on my boards.
This pin is one that I had forgotten:

From Scholastic

But the other day one of my teammates was talking about Think Math-asking students to write a story problem based on an answer.  As she explained what she had done, I remembered this pin.  So I got to work and created my version of Think Math.

My kids are loving it!  They were all upset on Monday because I hadn't put up the new answer yet.  (Hopefully they are enjoying it because they like writing the problems and not just because they can use Post-It notes.  What is it about first graders and sticky notes?)  

After I put up this chart I was inspired to spruce up my whole math wall.

Now I'm headed back to Pinterest for some fresh ideas for my writing wall!

Throwback Thursday

Happy 4th of July!  Today I am linking up with Cara from The First Grade Parade, one of the very first blogs I started following when I returned to the first grade classroom, for her Throwback Thursday linky. I've only been blogging about a year so I don't have a lot of old posts, but this is one of my favorites.  I'm drawn to it because it represents a big moment in my math teaching last year.  This anchor chart became one of the most used and powerful tools in my classroom.  I would still see students studying it while solving problems in May, looking for another way they could show their work and solve the problem.

Here's the post from October, 2012:


My district provides Exemplars for math problem solving, and my school has made using them a priority this year. I am the first grade representative on our campus math committee, so I will be partially responsible for guiding my team through the implementation of Exemplars.  Fortunately, I was already familiar with the program from my time in another district, but I have never used them with a whole class before.  So I decided this week to try out some Exemplar-type work with my class so I could share with my team before we actually do our first real Exemplar problem for our portfolios.

On Wednesday, our daily journal prompt was:
I have 8 apples.  Some are green and some are red.  How many of each can I have?

Many children just wrote the equation 4+4=8 and then drew a picture.  There wasn't a lot of evidence of their thinking although I was pleased that several of the students were able to verbalize that since 8 was an even number they knew they could make 2 equal groups!  So on Thursday I decided to change things up just a little and incorporate some of the routines that our math committee has established for Exemplars.  I wanted to emphasize that:
1.  Mathematicians show their work in different ways.
2.  You need to circle your answer.
3.  Use math vocabulary to explain your thinking and then highlight those words (an Exemplar strategy).

We started by discussing Wednesday's problem, and then I started a chart of ways mathematicians show their work.  I saw a similar chart on Donna's blog, The Math Coach's Corner.  (I learn so much every time I visit her blog!) Here is the chart we created- minus "table" as we added it later.

Then I posed this problem:

After we read the problem together,  I had the students tell me what they were trying to find.  I made sure that the word combinations was mentioned.  We discussed possible strategies, and then I let them go to work, reminding them to circle their answer and tell how they found the answer.  I gave each student a sheet of manila paper to work on.  Some students immediately started to write equations.  Others started to draw baskets.  Interestingly, a couple of students started to draw 8 boxes on their paper.  When I asked why, they weren't sure.  I think it is because we use this paper often for what I call 8-square activities; for example, I will write 8 short a words and the students will copy one in each box and draw a picture.  I noticed also that some students were spending most of their time drawing and coloring baskets so I stopped the class and did a quick reteach on math drawings and reminded them that these were quick sketches, not art class drawings!

When I noticed that most students seemed to finished or close to finishing we stopped and discussed some of the strategies they used and shared how many combinations they found.  About half the class found that there were 6 combinations.  We then used our highlighters to show any math words we used in our explanations.  Most students had one math word such as "I wrote number sentences" or "I used counters."  I then explained that mathematicians like to make sure of their answers by showing their work in a different ways and use more math language to explain what they have done.

The next day I used this same problem to introduce a new way to show work.  I used one student's work to show how she had the same combination twice, and I talked about how many students kept asking me if they were finished because they didn't know if they had found all of the ways.  I told them that sometimes we need a way to organize our data.  Using seven 2 color counters, I showed them how I would start with one red and then count how many were yellow.  I wrote this information on the Smart board in table form.  Then we made 2 red, counted the yellow and wrote it on the table.  Then I just wrote a 3 in the red column and asked  "How many yellow?"  We completed the table together, checking with our counters, and I explained that a table was one way to organize your thinking when working with combinations.  Then we added it to our chart.

This week we will do a similar problem: "There are 8 animals in the barn.  Some are cows and some are horses.  How many different combinations of animals could be in the barn."  I can't wait to see how they approach the problem now!

Cute freebie from MelonHeadz!

Enjoy your Independence Day festivities!

Building Mathematical Comprehension Chapter 3

I'm supposed to packing for our trip to Colorado tomorrow, but I wanted to share just a few thoughts about Chapter 3 before we leave.
I love that this chapter refers to one of my favorite books on reading: Comprehension Connections by Tanny McGregor.  The schema activity using the lint roller is one of my favorite lessons to do at the start of each year.  (I also love her reading salad lesson that shows how much of reading is thinking!) This chapter also led me back to Debbie Miller's book Reading with Meaning.  Debbie makes a very important point when she reminds us of the importance of planning our think-aloud and modeling lessons.  I have books full of sticky notes reminding me of think-alouds and teaching points I can make.  Now I need to do the same thing for math lessons!
This year, as I introduce reading strategies, I plan on also modeling that strategy in math so my students can see that these are not just strategies for reading.  I like to create anchor charts with my students, but since they are usually on chart paper and not always the most attractive things, I created some smaller versions that can be displayed all year.  I hope to add each strategy to this set when I get home.

Click here to download connections posters

Now I need to go finish packing.  I'll be reading Chapter 4 at a campsite in the Rocky Mountains!

Get Your Math On! Building Mathematical Comprehension Chapter 2

                    

Welcome to Chapter 2 of Building Mathematical Comprehension!  In this chapter, Laney explains the importance of vocabulary instruction in math and ways to help students master the vocabulary they need to be successful in math. Most of us know that students can increase their vocabulary through lots of reading.  But this won't work as well in math as most of the words students need to know in math won't appear often enough in their reading, and it is often difficult  to infer the meanings of unfamiliar, content-specific words. So in order for children to be successful in mathematics we must provide direct instruction of mathematical vocabulary.
Many of you are probably already familiar with Marzano's work in vocabulary development.  I've summarized his characteristics of effective instruction and the six steps for teaching new words.

How do you decide what words to teach?  The ideal situation would be for teams of teachers to examine the standards for their grade level and identify the words that students must know to be successful with the concepts.  Some districts/states provide vocabulary lists which makes it easier to make sure you are teaching  words that align with your standards and objectives. My district is moving to a new lesson planning system next year and our curriculum is written in units of study.  Key vocabulary is provided in each unit plan.

Here are some key ideas from the chapter:

• Importance of discussion -Students need to be able to use their new words to explain and describe their thinking and observations during math.  After reading Deb Diller's Math Workstations book several summers ago I followed her suggestion and started adding math talk cards to some of our work stations.  These cards serve as a reminder to students to use their new math vocabulary.  For example, early in the year we review the terms more and less, so in a comparison station, there may be a card that reads:

I have _____ cubes.

My partner has ____ cubes.

I have ____ more/less than my partner.

• Writing in math- Journal writing, first modeled by the teacher, allows children to describe their knowledge and explain their strategies and thinking.  They can also reflect on their learning.  We have been using the Exemplars problem solving program in our district, and one of the things that I love is that is stresses the importance of explaining your thinking and using math vocabulary.  One of the tips we learned was to have students highlight all of the math words they used when finished.  You can easily tell who really understands the term and used it correctly to solve the problem and who is just writing words they think the teacher wants to hear!  Journals can also be used to record new vocabulary.  Students can record the word, write a definition in their own words, draw a picture and then give an example.  I want to try this next year!  I envision modeling it as a whole group activity at first and then gradually having students create their own journal activities.  I loved the idea of creating PowerPoint presentations for the words also.  We are getting an Ipad for our classrooms next year, so I want to explore apps that might be appropriate for vocabulary presentations. I was inspired by this photo on Pinterest to create these cards to use while modeling how to record new vocabulary.
  

  

  Pinterest

  Click here to download cards for anchor chart.
  
  
  
  
  

• Math word walls-Although I had a lot of math anchor charts in my room that displayed key vocabulary, I did not have a word wall dedicated to math.  An effective word wall would display not only the word but a graphic representation.  I plan on using the card below for my wall next year.     I never thought about playing the same kind of word wall games with the math wall as I do with my high frequency word wall, but games like Be a Mind Reader and Wordo would be just as much fun with math words!  There are tons of resources for word wall activities out there; here's just one link I found.

Vocabulary Cards

• Using graphic organizers- All of the graphic organizers we are accustomed to using in language arts and other subjects can be used in math.  I particularly like the idea of creating a concept map for a number and asking the students to show ideas about the number.Check out Donna's Wanted poster!                                        

  

  Math Coach's Corner

• Games- Students love games!  Some examples that Laney provided are:
• Vocabulary charades
• Make My Day
• Math Hunt
• Talk a Mile a Minute
• I Have, Who Has?   My kids loved "I Have, Who Has?" games.  Here is one I created for practicing adding and subtracting 1 or 2 and using the terms more than and less than.

Click here to download

• Literature- Don't forget about all the wonderful literature out there that can be used for math!  I loved Laney's idea of having the students create charts or multimedia presentations of the math terms used in the book. My favorite books specifically designed for math instruction are Stuart Murphy's wonderful Mathstart series.

Wow, this is the longest post I've ever written (probably too long!) but this is such an important chapter filled with great information.  I'm anxious to hear your thoughts on math vocabulary instruction.  Please link up or share with a comment.  Please visit Beth and Sonya to read their posts on this chapter as well.

Click here for the book study schedule!

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Would you like to display the linky on your own blog? Grab the code here: get the InLinkz code

Building Mathematical Comprehension: Chapter 1

                     
I'm linking up with Beth and Brenda for their summer book study of Building Mathematical Comprehension by Laney Sammons.

As a former literacy coach and reading specialist, this book made so much sense to me.  As someone who taught through the "reading wars" (phonics vs. whole language) I was one of the teachers who eagerly bought into teaching reading strategies as advocated in Mosaic of Thought and later in Strategies that Work and Reading with Meaning.  I've taught the reading strategies for so long it's just second nature to ask questions like "Does anyone have a connection?" or "What are you visualizing-picturing in your head?"  Why not ask them in math class as well?

On page 30 Laney writes "...students who are confident of their mathematical abilities are much more willing to tackle problems, communicate mathematically with others and think critically about math-related ideas."  I think this is one of the biggest hurdles we face in math instruction, students who are not confident about their math abilities. I really believe much of this is learned.  I can't tell you how many times I've heard a parent say "Well, I was never very good in math,either."  I saw this happen with my own children.  My son did struggle with math and became very vocal about it.  My second child also had some trouble, but more from lack of effort!  By the time my youngest daughter was in 4th grade and math got a little bit more difficult, she was convinced she couldn't do math either even though she hadn't had any problems up to that point, just because she had heard so much negativity from her brother and sister!  So I have made it a point in my teaching the last couple of years to make math fun and make every student feel like a "mathematician."

I love the adaptation of Keene and Zimmerman's planning template for strategy instruction!  I will be copying these pages (pages 39-41) to use when my team is planning our math lessons.  I really want to introduce my team to the idea of Math Huddles discussions where students work together on a problem and apply the strategy or share the strategies they used while solving in small groups or independently.  I first heard this term in Laney's book Math Stretches, and have tried to incorporate planned math discussions into our math block.  I know I need to more, but I was really pleased with the math talks I had with my class this past year, particularly when we were doing our Exemplars problems!  (By the way, I love Math Stretches!  Here's a link to the K-2 version and a link to a post I wrote last summer.  Laney also discuss Math Stretches in Guided Math, chapter 3.)
                                 

I am loving this book so far!  I just finished Chapter 2 so I am working on my post for that.  I'm one of the hosts for the next chapter so please come back and link up June 15-20.

Schedule

Obsessed!

I think I have become obsessed with problem solving!  My class this year seems to really enjoy being challenged, and they do a fantastic job so it just makes it fun to teach!
I was searching for some strategy charts to display, and although I found some great ones, nothing seemed just right.  So I created some!  I chose the strategies that our curriculum teaches to start with, but I may add others later.
Here they are if you would like to use them.  I made 2 versions because I am very indecisive this morning!

Download here.  Note:  Google docs does not show the chevron background but it's there when printed.

Download here.

Clip art is mostly from Scrappin Doodles and Thistle Girl Designs.

Hope you can use these!

Carol

Problem Solving

My district provides Exemplars for math problem solving, and my school has made using them a priority this year. I am the first grade representative on our campus math committee, so I will be partially responsible for guiding my team through the implementation of Exemplars.  Fortunately, I was already familiar with the program from my time in another district, but I have never used them with a whole class before.  So I decided this week to try out some Exemplar-type work with my class so I could share with my team before we actually do our first real Exemplar problem for our portfolios.

On Wednesday, our daily journal prompt was:
I have 8 apples.  Some are green and some are red.  How many of each can I have?

Many children just wrote the equation 4+4=8 and then drew a picture.  There wasn't a lot of evidence of their thinking although I was pleased that several of the students were able to verbalize that since 8 was an even number they knew they could make 2 equal groups!  So on Thursday I decided to change things up just a little and incorporate some of the routines that our math committee has established for Exemplars.  I wanted to emphasize that:
1.  Mathematicians show their work in different ways.
2.  You need to circle your answer.
3.  Use math vocabulary to explain your thinking and then highlight those words (an Exemplar strategy).

We started by discussing Wednesday's problem, and then I started a chart of ways mathematicians show their work.  I saw a similar chart on Donna's blog, The Math Coach's Corner.  (I learn so much every time I visit her blog!) Here is the chart we created- minus "table" as we added it later.

Then I posed this problem:

After we read the problem together,  I had the students tell me what they were trying to find.  I made sure that the word combinations was mentioned.  We discussed possible strategies, and then I let them go to work, reminding them to circle their answer and tell how they found the answer.  I gave each student a sheet of manila paper to work on.  Some students immediately started to write equations.  Others started to draw baskets.  Interestingly, a couple of students started to draw 8 boxes on their paper.  When I asked why, they weren't sure.  I think it is because we use this paper often for what I call 8-square activities; for example, I will write 8 short a words and the students will copy one in each box and draw a picture.  I noticed also that some students were spending most of their time drawing and coloring baskets so I stopped the class and did a quick reteach on math drawings and reminded them that these were quick sketches, not art class drawings!

When I noticed that most students seemed to finished or close to finishing we stopped and discussed some of the strategies they used and shared how many combinations they found.  About half the class found that there were 6 combinations.  We then used our highlighters to show any math words we used in our explanations.  Most students had one math word such as "I wrote number sentences" or "I used counters."  I then explained that mathematicians like to make sure of their answers by showing their work in a different ways and use more math language to explain what they have done.

The next day I used this same problem to introduce a new way to show work.  I used one student's work to show how she had the same combination twice, and I talked about how many students kept asking me if they were finished because they didn't know if they had found all of the ways.  I told them that sometimes we need a way to organize our data.  Using seven 2 color counters, I showed them how I would start with one red and then count how many were yellow.  I wrote this information on the Smart board in table form.  Then we made 2 red, counted the yellow and wrote it on the table.  Then I just wrote a 3 in the red column and asked  "How many yellow?"  We completed the table together, checking with our counters, and I explained that a table was one way to organize your thinking when working with combinations.  Then we added it to our chart.

This week we will do a similar problem: "There are 8 animals in the barn.  Some are cows and some are horses.  How many different combinations of animals could be in the barn."  I can't wait to see how they approach the problem now!

Apples, Addition, and Connections

This week we celebrated Johnny Appleseed Day, learned more about addition and used our schema to make connections in reading.

Addition:  One of the activities we did was from Oceans of First Grade Fun- Corn and Tomato Soup.  I saw this last year on Yolanda's blog and had to try it!  The kids really had fun making their "soup."  I created a little Smartboard activity to demonstrate making the soup.

Click here for the notebook file for the Smartboard.

In reading this week we did Tanny McGregor's reading salad lesson and made this anchor chart.  I hesitate to post any of my anchor charts after some of the fabulous ones I have seen on other blogs!  But I am NOT and artist, and usually just do the chart with the kids, so this is what I get!  Even the kids laughed at my head this time!

I can't believe I forgot to take pictures of our apple graph.  First we made a real graph using our apples and sorting by color.  Then we collected the data using tally marks and then they colored their graphs and answered some questions about the data.  I have a couple more apple activities planned so I will try to get some pictures!

Unrelated note:  I just recently got my first smartphone (Samsung Galaxy S3) and I don't know how I lived without it!  It makes adding pictures to my blog so much easier, I can send texts by talking, and I just discovered yesterday I can scan documents with it and send them to myself or others.  All this and Angry Birds, too!

Math Journals

(Edited on October 21.  Added link for journal label)

Labels

I am just loving math journals this year!  About 3 times a week I give the students a prompt to glue in their journal.  We discuss it and then the children respond to the prompt or solve the problem in their journals using words and pictures.  My favorite prompts are from  Anna Brantley's (Crazy for First Grade) TPT shop.

Here are some examples from my class this year:

Each week I cut the journal strips that we are going to use and store them in this coupon/bill organizer one of my wonderful teammates discovered in the Dollar Spot at Target!  (We also picked up the smaller size that  is perfect for word cards.)

When our guided math groups really get going, I'm going to have the kids bring their journals with them to group so they can add vocabulary or illustrate concepts we've discussed, as well as solve problems during our group time.
The kids love journals; they actually cheered yesterday when I said take out your math journals!
Do you use math journals? How do they work in your class?

Friday Freebie

Dice are some of my very favorite math manipulatives.  Give a student a couple of dice and a recording sheet and you have a work station.  I love discovering new types of dice besides the standard dot cubes.  Here are some I acquired this summer after attending Rachel McAnallen's session at Confratute.

I love the decahedron dice because they allow us to work with larger numbers.  Here is an updated version of a game I posted earlier.  This version uses the decahedron dice to  practice addition with sums to 18.  I saw some game boards similar to the original version last summer when I was following the book study of Math Work Stations.  I wish I could remember who created the originals so I could give them credit but I was not good about bookmarking and could not find them again this summer.  If you know whose idea this type of game board was, please let me know!
Anyway, my 2 game boards go along with our first grade team's Wizard of Oz theme for the coming year. (Click the caption below the picture to access both game boards.)  The  board I previously posted uses regular dice with either pips ( love that word!) or numerals 1-6.  The second uses either the decahedron dice-in-dice or 2 decahedron dice.  Having the same game board with different numbers will help with differentiating the activities in the stations which is one of my goals this year.  I'm working on some ideas using the multiples of ten dice pictured above as well.  Hope to have them posted soon!

Addition Games

If your are worried about flying dice or noise level, I use fun foam mats as workmats for stations which helps keep down the noise of rolling dice and helps to prevent dice from flying all over the room.  Rachel had us use small styrofoam plates at her workshop, and Pinterest is full of ideas for dice containers.  You can also find foam dice.
Have a fabulous Friday!

My Favorite Math Book(s)

I'm linking up with Donna at  Math Coach's Corner to share my favorite math book(s).  I have to confess that I have not read that many books about math.  I spent several years as a literacy coach and many more years doing reading and dyslexia intervention and have read MANY books on literacy, but I only started reading math literature when I returned to first grade 2 years ago.  Before that the only math books I really read were Math Their Way and several of Marilyn Burns' books.
But as I was preparing to return to the classroom 2 summers ago, I stumbled across Laney Sammons' book Math Stretches which led me to her Guided Math book. This book really helped me shape my vision of how I would like my math classroom to look!  I was drawn to it because Laney drew on the work of the literacy experts I had followed for years like Fountas and Pinnell and Lucy Calkins and outlined a framework for teaching math in very much the same way I had always taught reading.  I am rereading Guided Math this summer; you can read my thoughts on the first few chapters on these previous posts:
Chapter 1
Chapter 2
Chapter 3
I wasn't too successful establishing guided math in my classroom the first year I was back, but last year I took another step and set up a workshop using math stations.  Last summer I followed an online book study of Deb Diller's Math Work Stations book, and my team and I used it as our team book study this past school year.  This book was fabulous for helping us develop meaningful activities for our kids to complete!  I've shared a little bit about how I implemented stations here, here and here.
These 2 books have really shaped the structure of my math class, but as far as teaching content, the best book I have discovered so far is VandeWalle's Teaching Student Centered Mathematics.  When I want to know HOW to teach a concept, this is my go-to book!
I can't wait to see what books others choose, although my husband may block my access to Amazon if I buy any more books this summer!

                       

Math Work Stations Part 3

Today I'm going to share the kinds of activities I put in my tubs.  At the beginning of the year my tubs looked a lot like the tubs I used when I did Math Their Way.  I had a couple of tubs with patterning activities.  One tub had pattern blocks and then pattern cards for the children to copy and extend.  I had access to a die cut for the pattern block shapes so I also put in some paper pattern blocks and black construction paper for the children to record a pattern they created.  All supplies were in the tub; glue sticks, white crayon to label the pattern and the blocks.  Another tub had small toys and junk with pattern labels like ABC or ABBC.  The students would use the objects to create these patterns.  Other tubs held counting and sorting activities.  I have a lot of different counters so I put them all together and let the kids sort them.  The math talk at this station included stating the sorting rule.  Another tub simply had objects and numeral cards.  Each person would select a numeral card and count out that many objects.  I  included counting books in this tub.  I also used some board games like Chutes and Ladders and Hi-Ho-Cherry-O for counting practice.
As we introduced new concepts in large group, I would add a station to practice that concept.  I found a lot of activities through the online book study of Math Work Stations I followed last summer.  These talented bloggers shared some fabulous activities.  Here's a link to check it out:

http://learningwithmrsparker.blogspot.com/p/math-work-stations.html

Included in these activities were variations of more and less games, war and counting games that were perfect for the first part of the year.  Deb Diller included a lot of simple activtiies in her book as well.

Where did I find activities for the rest of the year?  Everywhere!

• www.mathwire.com
• Every Day Counts Partner Games
• Our math textbook Texas Mathematics from McGraw-Hill.  I assume most textbooks will have activities suitable for work stations.
• Blogs- I spend WAY to much time blog stalking!
• Teachers Pay Teachers and Teachers Notebook
• Marcy Cook Tile Activities- A former teammate attended one of her workshops a few years ago and was given money to purchase a ton of these cards for our team.  Love them!
• Shari Sloane's website http://www.kidscount1234.com/- My kids loved the casino bottles!



Photo from www.kidscount1234.com





• I also discovered I liked creating games and activities.  Here's an addition practice game I made to go with our first grade "Wizard of Oz" theme for this next school year.



There's No Place Like Home





I have discovered that sometimes the simplest activities are best, like the casino bottles above and games like BUMP.   (Here's one I created.)  I tried to add a couple new activities every couple of weeks or whenever the kids were ready to work independently on a concept.  I would also bring back old favorites sometimes for review.  Add new activities gradually and make sure you model each one completely.  Do not make my mistake and try to put out a whole set of new activities at one time because you just bought the cutest unit on TPT!!!!
What do you have in your math stations?  Where do you get your ideas?
Carol

Math Work Stations

Several people have asked about how I do work stations so I thought I'd share.  I'm really just getting started but they were successful for the most part.  I wish I had decided to start blogging before school ended so I would have some pictures, but I'll do my best to explain my set up.  I strongly suggest reading Deb Diller's Math Work Stations.  Most of my ideas are based on her book.
Set up:
I had 12 stations.  Each station was designed for 2 students.  Occasionally I had to have a group of 3, but 2 is the ideal number.  I kept the supplies for each station in plastic dishpans I bought at WalMart.  You do not have to have 12 different stations!  Especially at the beginning of the year, I only had 5 or 6 different activities and just had 2 tubs with the same materials.  Some of the tubs stayed the same all year.  For example, I had a tub with pattern blocks and design cards that stayed out all year.  My kids loved BUMP games so I also had a tub with several choices of game boards.  I kept the tubs on the counter in my classroom.  You can see them in the background of this picture.  (A parent just sent this to me-it's from the first day of school!)  Under the tubs are labeled plastic shoe boxes filled with most of my math manipulatives.

Rotation:  I used 2 of the little pocket charts from the Target Dollar Spot stapled together.  I made a card that matched the label of each tub and a card with each student's name.  (Note to self: make extra cards next year; I got 5 new students this year!)  Each day I would place 2 students' cards by a station card.  I tried to do 2 rotations of about 15 minutes each time, but some days we may have only done one.  After I got to know my students, I would pair them so that my higher students could work together some days and my strugglers could work with someone a little stronger.  Most of the time all my students did stations at the same time, but occasionally I would put in  "Meet with Teacher" cards so that I could work with some small groups.  My goal next year is to do this at least 3 days a week.

If you would like a copy of my station cards, click below:

My Station Cards

Tomorrow I'll be back to share what kinds of activities I put in the tubs and what I will do differently this year!

Carol

Fairy Tale Freebie

My first freebie!  We ended the year with a study of fairy tales.  I made a couple of math games to put in our math tubs.  The kids love BUMP games, so I created this one with the characters from the The Three Little Pigs.  Click the link below the picture to download a copy.  Clip art is from SpringHill Graphics.

Who's Afraid BUMP