Welcome back! Today, we are over-the-moon đ to be kicking off a new six part PD series on Math Routines with Susan Jones from Susan Jones Teaching!
We received a few comments from attendees of our previous Summits that they would like more Math based content. We will definitely take that feedback into consideration as we currate our upcoming virtual conferences. And right now, you can dive into this incredible PD series presented by Susan! In Part One, she unpacks Laying the Foundation: 3 Best Practices for K-2 đ
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Hi! My name is Susan Jones and I am so excited to bring you this Math Routines series! But before we even talk about new routines, we have to ensure we're all grounded in core best practices for K-2 math instruction. These three principles are the absolute foundation for building a robust number sense and driving real progress in your classroom!
The first practice is implementing the CRA Method. CRA stands for Concrete, Representational, and Abstract. It's a critical guideline that outlines the trajectory for teaching new math skills, ensuring our students build true understanding before moving on to symbols.
- Concrete (C): We start with hands-on manipulatives. For example, when teaching place value, like the number 13, I like to start with connecting cubes, especially in kindergarten and early first grade. Why? Because students can physically put 10 cubes together to form a "rod," demonstrating that 13 is the same as 1 ten and 3 ones. This physical action grounds the concept.
- Representational (R) / Pictorial: This is the step some K-2 teachers skip, and we canât afford to do that! Once students understand the concrete, we transition them to drawing what they know. For 13, this means drawing a long rectangle (for the ten) and three small dots (for the ones). This step is crucial because their drawings let you see exactly what they understand.
- Abstract (A): This is where we finally introduce the numbers and symbols, such as recognizing that the number 13 can be represented as the equation 10 + 3.
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The second core practice is prioritizing Conceptual vs. Procedural teaching. I put "versus" there on purpose, because teachers sometimes feel pressure to teach only the conceptual, but students need both! We just have to make sure the conceptual comes first and is the driving force.
- A great example is teaching the concept of comparing numbers ("more" and "less"). I bring in objects like a pitcher and a glass. I ask: "Which one holds more? How can we prove it?"
- Next, we move to comparing concrete sets of cubes (5 cubes vs. 3 cubes) to prove which set is "more." If you skip this step, and jump straight to the number line (the number closer to the 0 is smaller), students might get the right answer, but they wonât have the conceptual foundation of what "less than" really means.
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Finally, the third core practice: Multisensory Learning. It's important to remember that multisensory learning does not just mean using manipulatives. It means we have to use more than one sense at a time. While the CRA Method encourages hands-on materials, we should also incorporate other senses.
- If students are counting with cubes, they should also be saying the numbers aloud or even writing the numbers to engage tactilely. You can also incorporate kinesthetic movement: when solving 10 + 5, have them do 15 jumping jacks and count them out. This helps them physically feel the number.
- For regrouping, I love using popsicle sticks. Students have to create a bundle for every group of 10 and when they need to take it apart, they get to feel what itâs like to take all 10 popsicle sticks out, move them over to the one side, regroup them, and then add or subtract.
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Thank you for joining me on Part One of this Math Routines journey. I hope you find this series engaging and informative and you are able to implement these practical strategies immediately within your classroom!
Warmly,
Susan Jones
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