Throwback Thursday–Walk the Line!

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Happy Thursday!
I have a hard time remember what day it is during summer!
Do you?!
A bunch of bloggers are starting something new today.
Throwback Thursday with Cara @ The First Grade Parade!
 This summer we will be linking up old post in 
which may be inspiring new ideas for you!  
After reading my post, link to Cara’s post through the graphic below!
Head on back to October 2012 to 
The skill a few days ago many weren’t grasping was using a number line to add or subtract.
The goal is to be able to start at the biggest number without counting and 
then count on or count back for subtraction.
Many kiddos wanted to count from 1 on.
Changing up the method they are using to 
add or subtract every other day is driving this teacher crazy.
I finally get my low babies to grasp it one way 
and then the curriculum wants me to switch it up on them.
Those poor little hearts can’t always connect the skill
 they learned a few days ago to the new method.
Enter the simple game I like to call “Walk the Line.”
You can “Walk the Line” in any subject, for many skills.
Throw some painters tape on the floor and go!
Kiddos came back from specials to see tape all over our room and sticky tabs on tables.
I asked them to think about the tape and what we had been learning in math.
What could we possibly make with the blue lines?
I had a few outer-space answers and then the light bulbs starting going off!
They then were put to work creating a number line from tip to tip:)
Using addition sentence flash cards, students had to “Walk the Line” to solve the problem.
As I was observing, I was checking to see if they were staring on the correct number 
and adding up or counting down.
They key was that they were a team and had to all agree on their answer.
If someone didn’t agree, they had to teach/model it to them and check each others answers.
After we did this game for awhile, I had everyone sit on the floor near their line.
I gave a great big bubbly speech about how they learn more
 from each other than by having me talk.
I then had 1 kiddo from each group do a problem independently.
The group members on the floor “checked” the kiddos work and if they did it wrong,
the group would politely explain/model to the kiddo.
This was great as a final assessment to see 
who had grasped the concept and who was still struggling.

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