Sue Lampkin • First Grade Math

bridge

Transforming Teacher Learning to Student Learning
Sue Lampkin - Mountain View, California - Kenneth E. Slater Elementary School

What first grade math teachers need to know

Addition and Subtraction
Problem Solving

Applying math knowledge to teaching practice

Sue's problem solving unit

Other Teachers at Slater

Looking closely at student work

Puzzling Teaching Situations

Clips and Work Samples

Faculty learning in collaboration

Professional Learning
Planning Together

Sue Lampkin and Slater School

Reflecting about Teaching and Learning

Case Development: The Carnegie Foundation for the Advancement of Teaching

Here teachers wrestle with complex math and teaching questions during team meetings.


A group of Slater's first grade teachers discuss how explicit they need to be when analyzing word problems with the children. How can children begin to infer that some problems require two steps. How can we support this thinking?
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This small cohort of first grade teachers also discuss what to do when some kids know the answer right away. Is there real benefit to their documenting the steps in a detailed manner anyway?
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The small first grade cohort analyzes, "Which is harder: 2-step problems that include comparison OR finding the difference problems?" How might these problems fit into the sequence?
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More questions posed to cohort: "What are non-problem situations that can be made into comparisons? What are basic comparison questions that build the understanding necessary for word problems?
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