Veronica Speaks Volumes

Math, Memorization and Music              I've always liked music and when I was very young, "Sesame Street" introduced counting to me in many ways using puppets, cartoons, adults and children but I especially remember how a song that set "1, 2, 3, 4 , 5" to music inspired me. I had already learned how to  count because my mother and father taught me how to but this song was melodic and resonated with me. I found myself singing and humming it often as a young child. I even counted objects to the tune of the melody. This was my introduction to math memorization and music. The following clip is that very same segment from "Sesame Street" that mesmerized me when I was a little girl. https://youtu.be/3l2zPVHI8AU      My first memory of liking math is when I first heard the five times tables on a children  commercial called "School House Rock". This commercial did the five times tables by music. I was able to catch the rhythm and r

Finding Volume (Poem)           I found a cube and wanted to know "How could I measure it's volume?" And so... I used my ruler to measure it right I measured the  length, width and height I multiplied length times width times height Because that's the formula to get it right You can multiply the formula in any order Just remember volume is a gas, solid or liquid like water by Veronica L. Jackson CCSS.MATH.CONTENT.5.MD.C.3.A A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume

A Rhyme To Help You Remember ♫  "If adding or subtracting is your aim, The bottom numbers must be the same! ♫  "Change the bottom using multiply or divide, But the same to the top must be applied, ♫  "And don't forget to simplify, Before its time to say good bye" Rhyme from https://www.mathsisfun.com/fractions_addition.html Worksheet From  https://www.woojr.com/3rd-grade-halloween-math-worksheets-multiplication-and-division/fall-adding-fractions-ak/

 I found this first grade example of student's work online. I would like  to draw attention to the circle  and the oval in the picture. The first grade students that I work with have been taught that circles and ovals have no sides, no vertices and on face (the side we see). The cylinder has three faces.  One face at the top, one face at the bottom and the middle, which has one face is curved. Had I not learned I would have been more inclined to just count the bottom face and the top face.

Shapes and Vertices are the sides and corners of a shape. Standard 1G. The first grade students that I work with had learned about how to count the sides of shapes. Now they had to learn the names of the corners in the shapes which plural are called vertices and a singular corner is a vertex. This lesson was taught on the rug in the classroom on the smartboard. The students had the opportunity to participate in the lesson by answering questions asked by the teacher and they also asked questions themselves. Then the students were instructed by the teacher to discuss how many vertices they saw and to discuss it with their partner. Afterwards, they went to their tables to work. The teacher handed out workbooks that included this subject. Some students struggled (3). These three were the students that usually required extra support. ----------------------------------------------------------------------------- My Small Group Instruction: I took them to a

Dear Math, You and I have never gotten along. You have bullied me all through school from 1st grade until 12th. You got me in trouble at report card time and THREATENED my undergrad degree but I WON in the end. I will WIN AGAIN! So at the end of the day, you are just another obstacle that makes an interesting story. "100 bad days made a 100 good stories. 100 good stories makes me interesting at parties! Yeah... 😤 I ain't scared of you! I AIN'T SCARED OF YOU" -by AJR https://youtu.be/m0B7z0CdAH0 Sincerely, Veronica

The students in a first grade, general ed setting of about 22 students are given a number displayed on the smart board and then they are to write the actual number as scene, write the place value, add the ones and tens, subtract the ones and tens, choose greater and lesser , add ten more to the number, subtract ten less, add one more to the number and then subtract one. Worksheet from https://www.google.com/search?q=first+grade+place+value&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-1raEzbPiAhUjvFkKHb6_B_0Q_AUIDigB&biw=1876&bih=869#imgrc=VSf5EwnxHJm4XM: https://www.google.com/search?q=first+grade+place+value&source=lnms&tbm=isch&sa=X&ved=0ah

I noticed that many students in the first grade class that I work in that  was successful in doing the second worksheet on tally's after the third day than being successful on the first worksheet. What about five or six did was to forget where the tally "strike" went. For example, instead of putting the strike over the four tallys to make five, some left out the strikes after counting how much was on the left. After reviewing this in class and through homework, the students who made the mistake understood the concept.

The first grade students that I worked with learned a lesson on Tally's and for the most part it was a successful lesson because most of the students understood the concept. The issue here was that in the beginning stage of doing tally worksheets after grasping the concept, some kept forgetting to add the "strike" tally that goes across the  four tally's to make them five. I then told the students who kept forgetting to imagine that the five tally's was a fist with four fingers clenched and the thumb crossing over them. It worked. They remembered. https://www.greatschools.org/gk/worksheets/reading-tally-charts/ http://www.corestandards.org/Math/Content/1/MD/

A first grade class I worked in this week learned had to circle the exact shapes in the format displayed in the "Build and Repeat" section to the "Combine. Which new shape can you make? Circle it." This is a general education classroom setting with 22 students and all were present. For the first one the students had to look at how the cone and rectangular prism was displayed on the left and find what picture on the right demonstrated the same  as the left.  The students that picked the picture with the cones on top of the two rectangular prisms were told to observe the images again and then they realized that the image with one cone on top of each rectangular prism was the correct answer. Some children realized independently of one another that the image of the correct answer was flipped opposite of each other but looked exactly like the "Build and Repeat side. The second line is a cone on top of a cube and the all but six of the students got the answer co