4.29.10-The Oelwein-2nd Grade Team met on 4.28.10.  The CGI Team Members Present were (alphabetical order):

Danielle McLaughlin, Mindy Steinlage, Kara Schmith, Jill Sefert, and Kelli Stoler; Dorothy Sparks-AEA; and Dan Ratcliff-Administrator.

We discussed the following problems.  The school has __ classrooms.  Each classroom has _ computers.  How many computers are there?  The problem was solved by students in various ways.  Some of the ways discussed dealt with relational thinking and decomposition of numbers.  

In addition, Dorothy Sparks shared with us the Skype Session that Year 1- CGI had with Jenny Johnson.  Jenny Johnson is from Des Moines and is in her 6th year of CGI.  Her notes read when ther's not success on a new type of problem-share out the next day as a spring board and do a similar problem after sharing.  

CGI Problem need to flow from day to day-perhaps write several problems at a time.  

Tie in with the curriculum: meet in grade level teams once every 3 weeks, identify "big idea" to be learned in tthat grade, look at curriculum/reasources, fit CGI problem and T/F sentences with "big ideas", goals as year progresses, CGI time will vayy according to the current unit.

Correct or incorrect work?  

Depends on things: why was the mistake made?  The problem type?  A counting problem?  Then lower the number significantly. Give additional practice with different number rather than fix the one thing they have seen shared-out.  Do a lesson right away if a whole group (9 students) perhaps is struggling right then.  Go to the carpet and wonk on the concept.  

Go back in workbooks to previous days/weeks and see if they can solve some previous problems they couldn't before.

Modify problems by changing numbers to adjust for a child's needs.  

How to help kids communicate:

talk to them individually before asking them to share (while they are solving it); can "help" them explain-I noticed you got out....cubes.  Can you show the students how you did that?  Can you write the number sentence you wrote in the book?

How to keep track of students:

own journal-glue in problem and date it. Teacher makes notes  in their notebooks how certain students are doing.  Checkpoint problems-what to assess and show it to parents.  Leave room to solve it on the worksheet.  There are CGI goals for their grade.  Grades are S or N-satisfactory or needs improvement.

She does not grade the daily work.  

Tbe meeting adyourned with reminders of Tuesday, May 4, 2010-CGI-Year 2 Meeting in Elkader.   

We discussed problem examples from an individual teacher.  We talked about 2 + n=82/25/10

The Oelwein-Harlan-2nd Grade Team Members Present: Danielle McLaughlin, Jill Sefert, Kara Schmith, and Kelli Stoler. 

We continue to progress and work through The Children's Solutions Strategies Chart.  We are administering the different types of problems.  Some are recording the results with a given date the problem is mastered.   2/24/10

The Starmont 2nd grade team posed the following base ten problem to students: 

     60 Starmont students are going to the North Pole. 10 students fit in one train car.  How many train cars will be needed for everyone to go?

All 14 of my students answered the question correctly.  The majority of students used counters to work on the problem.  They drew 6 boxes then drew 10 x's  inside the boxes and then counted by 10's to come up with the answer.  Four of them simply drew boxes to represent the cars and labeled them as 10.  One student listed counting back by 10's starting at 60 to discover the answer.  Another student worked with unifix cubes making stacks of 10, drew her stacks on paper, then wrote 3 + 3 = 6.  I felt most of the students who used counters didn't need them to solve the problem, but rather wanted the opportunity to use them.  We use counters more frequently in 1st grade than we do in 2nd grade.  Perhaps, I need to provide more time to explore with the manipulative that are available.

Barb Barclay

Second Grade- Starmont Elementary

 

12/16/09

The followingCGI problem is a base ten problem I gave to my second graders.  The second grade had 154 balloon for red balloon day.  They put the balloons into bunches of ten.  How many balloon bunches could they make?

Several drew 15 groups and labeled each group by tens.  10, 20, 30, 40,... to 150 and gave the answer of 15 bunches can be made.  Others used base ten longs, counted by tens with 4 ones (cubes) leftover.  They showed 15 bunches were made.  One student wrote 100 + 50+4= 150, but did not state how many bunches of balloons were created.  A few students made 154 tallies and grouped talllies into groups of 15 groups with 4 tallies leftover. and stated 15 bunches of balloons were made.  I was very happy with their results, they are enjoying CGI problems and really trying.

Amy Lage

Second Grade- Postville

 

12/15/09

We have given the base 10 problem to our 2nd graders.  I first read The Polar Express and discussed what a train car was.  Then, I gave my students the following problem:

60 Starmont students are going to the North Pole. 10 students fit in one train car. How many train cars will be needed for everyone to go?

 

Many students used base 10 blocks to figure out the problem.  They grabbed longs and counted 10, 20, 30, 40, 50, 60.  We need 6 train cars.

Other children counted by 10 on their fingers to get 6 train cars.

One child used unifix cubes and put them in groups of 10 to 30.  Then, the child said 30+30=60...so 3 +3=6 train cars.

A few students added 60+10=70.  Then, when I had them reread the problem, they knew that their answer didn't make sense.

 

Sheryl Anfinson

Starmont- 2nd grade

 

12/15/09

We have given the base 10 problem for our grade level.

60 Starmont students are going to the North Pole. 10 students fit in one train car. How many train cars will be needed for everyone to go?

Many of my students drew a picture of the train cars. They would put 10 students in a car and draw the next car until they had 60 students. They then told me they needed 6 cars.

One of my students used his hundreds chart and counted by 10's until he got to 60. He said he needed 6 train cars.

I had another student use base 10 blocks and had 6 longs to represent 60. She told me that since she had 6 longs she would need 6 train cars.

I had a mixture of drawing pictures, direct place value knowledge, and students using manipulatives.

 

Josh Steffen

Starmont Elementary

 

12.03.09

We have given the first of the Base 10 problems designed and written for our grade level. 

It is as follows: The second grade had 154 balloons for red balloon day.  They put the balloons into bunches of ten.  How many balloon bunches could they make?

Some of the student responses include using fingers to count by tens.  The student counted a ten for each finger and found she had used 15 fingers to make 150 then she realized she couldn't make anymore.

Another student wrote 16 tens and when he counted back, erased one ten and answered 15.

One higher level student said, "I know that 100 is 10 tens and 50 more is 5 tens and the 4 you have left over cannot make another group, so my answer is 15.

Many students used base ten blocks and counted each "long" as a bunch of balloons and got the correct response.

I was surprised that all but three of my group of 17 students responded correctly.  It did help that we had just done a lesson using base ten blocks--labeling then cubes, longs, and flats.  This helps me to realize that my students have an OK to good knowledge of base ten.

Stephanie Spain

2nd Grade--Postville Schools

 

 

11.30.09

Testimonial: We were visited by Mrs. Sparks, our AEA consultant; and after class we were discussing the fact that we truly do BELIEVE in CGI!  WE BELIEVE!  Well, we believed last year but, just one more year of seeing scores increase, some students moving along at an accelerated pace/level of knowledge.  Really and truly,  the second year of CGI has been another " positive eye opening experience".  We have been very please with the student's advancement.  We are also gathering and recording "data" from our CGI problems.  We are utilizing CGI every day!  The Base 10 concept, the problem solving strategies, students sharing out; the entire CGI process has been more than beneficial.       

 

 11.13.09  CGI Minutes Posting:

Oelwein Elementary School-Second Grade (Harlan Center)

Team Members: Dorothy Sparks, Dan Ratcliff, Danielle McLaughlin, Kara Schmith, Jill Sefert, Mindy Steinlage, and Kelli Stoler.  No members absent.

 

Dorothy Sparks shared with the team some neat ideas that she gathered from attending The Regional Math Conference in Minneapolis, MN.  At the conference, one of the presenters was an author from The CGI Process.  The Base 10 concept (with utilization of the blank ten frame and unifex cubes) was one of the ideas  really emphasized in this conference.  Dorothy also stated that she would be in our classrooms on Monday, November 16, 2009.   

 

Our team collaborated and recorded our results for our Math SMART Goal.  After meeting our Math goal from last time,  we have now moved onto our new problem types: Part Part Whole, Whole Unknown and Compare Diff. Unknown 

 

The following story problems are Part Part Whole, Whole Unknown and we are sharing them with you for utilization. 

 

Jack has ____rocks in his pail, and Sue has ___rocks in her pail.  How many rocks do they have altogether? 

 

Tom had ___toy cars and ___toy trucks in his collection.  How many toys cars and toy trucks were in his collection?

 

Sam baked ___cookies and ____ muffins.  How many things did he bake altogether? 

 

Kim has ___ rows of carrots, ___rows of corn, and ___rows of onions in her garden.  How many rows of vegetables does she have in her garden?  _______

 

___tigers and ___lions were sleeping in the tall grass.  How many tigers and lions were sleeping in the tall grass? ___

 

Jenny used ___red beads and ___yellow beads to make her necklace.  How many beads were on Jenny's necklace? ___

 

The media center has___joke books and ___dinosaur books.  How many of these books does the media center have? ___

 

There are ___boys and ___girls in Mr. Green's class.  How many students are in Mr.s Green's classroom altogether? ___

 

We concluded our meeting with confirming the next meeting date and what we would be discussing. 

 

 

1-20-09

Oelwein Elementary Schools Team Posting.

Team Members: Becky Berry, Dan Ratcliff, Danielle McLaughlin, Kara Schmith, Jill Sefert, Dorothy Sparks, Mindy Steinlage, and Kelli Stoler.

The Cognitive Guided Instruction Math Problem we, the teachers, administered to the students was: 

There are 2 bags of soccer balls with 10 balls in each bag.  There are also 4 extra balls.  How many balls are there altogether. 

Answer: 24 soccer balls

This data was collected collaboratively by our team by analyzing the answers given by our second grade students.

Each of us collected our data from 3 students in our classes (5 classrooms with 3 students selected in each classroom). 

The collaborative results are as follows:

Place Value Drawing: 5 students

Place Value (40 + 5): 3 students

Tens and Ones: 4 tens and 5 ones

Direct Model Picture/Cubes: 4 students

Mental Math: 3 students

 

11-4-08

This is the problem that our team came up with at our meeting today:

 

Jane has 5 packs of gum with 10 sticks in each pack. She also has 2 more sticks. How many sticks of gum does she have? ___ sticks of gum.

 

Extension: If she chews 4 of the sticks of gum, how many will she have left? _ sticks of gum left.

 

 

10-28-08

So many of the students challenges are comprehension related. What ideas are some of you using to support comprehension without doing a similar problem first? (we already read them out loud).

 

For example, our last problem was:

 

Tim had 2 bags of candy with 10 pieces of candy in each. He also had 6 extra pieces. How many pieces of candy does he have?

 

Angela Balk-Turkey Valley

I think having the students draw pictures is helpful with comprehension.  I told my students that drawing a picture shows me a better understanding of the problem than simply using the numbers to come up with the answer.  It also gives me more time to go around the group and assist them when they are not on the right track.  I will ask them questions until they figure out that they need to back track or start over.

 

 

Does anyone out there have a 200 chart? Could you please bring a copy on Dec. 1st if so.

 

I found one at www.kentuckymathematics.org

Brenda

 

I've never seen a 200 chart.

Cheryl C TV

Harlan Team:

Jill S.

Kelli S.

Mindy S.

Kara S.

Dorothy S.

Danielle M.

 

11-12-08

Does anyone have ideas for those kids who truly do just know the answer?

 

Cheryl

 

12-3-08

That is hard. I try to have them verbalize what they thought about in order to know the answer. Sometimes they can say it was a doubles fact that they just knew or something like that. The main problem is that I can't get around always to ask the right questions.

Dorothy Oelwein

 

12-3-08

I have tried increasing numbers (into the hundreds for example) so it takes a little more time to figure them out.

Mindy

 

I have tried increasing the numbers (to hundreds for example) so they are unable to do the problem automatically without some thought.

 

12-12-08

Thanks for the suggestions. I've tried the larger numbers and my particular student isn't hampered by the size difference. In fact he does well with 4 digit numbers also. I'm trying to impress upon him the benefit to the other students in hearing his explanations. He still reverts to I just know it. Why do I have to explain it?  I'll keep plugging away.

 

My kids are showing progress in using CGI and are very excited about their CGI time. It's nice to see that level of enthusiasm.

Cheryl

 

 1-13-09  Linda Monroe Postville

I am working with 5th graders who are working at about a 2nd grade level.  I found I needed to teach them to put the numbers into groups of 10.  We have worked a lot on place value of ones, tens, and hundreds.  I was working on this before our meeting in December.  So discussing place value in December it was good to know that I was  right on track.   If you need some CGI problems I put some links on the Story Problem page of this wiki.

 

4/8/09 Linda Monroe, Postville

I worked on some equality problems.  My 5th graders  did 5+4= __ +2.   One of my students completed it easily.  The other just added the numbers for 10.  They solved it by adding to gether the first part and counting on for the second part.  I progressively got harder ones. 8+6=9+__, 15+5=__+17, 17+8=12+ __ .The last one was a hard one to count on since the answer was 13.  My 3rd graders had a hard time with the first problem.  I'm not sure how to get them past the counting up, I just keep practicing and demonstrating.