Christina Sauchak
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NOTE:
Click on the photos or move your cursor over them to see the captions!
Students complete a "Math Menu" during workshop. They have three days to rotate to stations independently. Their "main courses" are their "must-do" activities. "Snacks" are warm-up activities to reinforce previously learned concepts, and "desserts" are game centers. The centers are color-coded (blue=snacks, pink=main course, orange=dessert). The Math Menu teaches students the importance of prioritizing and time management, while giving me the opportunity to meet with small groups and individuals!
Students have a colored sticker on their Math Workshop folder. Several Math Menu activities are differentiated based on these colors. For example, orange designates that the student can add within 20, but is still subtracting within 10. This student would select the activity from the center's container that is printed on orange paper.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Number Talks are an important supplement to math curriculum. A Number Talk is a short, daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.
Students are proud to share their thinking!
Students learn how to solve addition and subtraction problems using a number line by acting as frogs to hop up and down Number Line Pond!
Students learn how to solve addition and subtraction problems using a number line by acting as frogs to hop up and down Number Line Pond!
Students learn how to solve addition and subtraction problems using a number line by acting as frogs to hop up and down Number Line Pond!
I created interactive number lines using pipe cleaners and beads to help my students conceptualize hopping on a number line.
I created interactive number lines using pipe cleaners and beads to help my students conceptualize hopping on a number line.
I created interactive number lines using pipe cleaners and beads to help my students conceptualize hopping on a number line.
During small group instruction, I incorporate a variety of manipulatives that allow students to interact with the content in meaningful ways.
Students work with partners to enhance their understanding through math games. These students are playing "Counters in a Cup!"
Students work with partners to enhance their understanding through math games. These students are playing "Salute!"
Students work with partners to enhance their understanding through math games. These students are playing "Salute!"
Students engaged with missing addends/subtrahends while practicing coding and sequencing skills with Bee-Bot. I received my Bee-Bot through a Donors Choose project!
Students engaged with missing addends/subtrahends while practicing coding and sequencing skills with Bee-Bot. I received my Bee-Bot through a Donors Choose project!
I always integrate technology into my Math Workshop, whether it's working on the Chromebooks, SMART Board, or iPads.
I always integrate technology into my Math Workshop, whether it's working on the Chromebooks, SMART Board, or iPads.
I always integrate technology into my Math Workshop, whether it's working on the Chromebooks, SMART Board, or iPads.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
Other Thinking Routines used included I Used to Think, Now I Think and Tug of War.
Before introducing my students to the term "rhombus," I asked them to identify the shape. Throughout the unit, I monitored how their thinking changed based on what they learned about 2D shapes and their attributes.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
Students practiced counting coins at Sauchak's Super Counters Supermarket!
Students practiced counting coins at Sauchak's Super Counters Supermarket!
Students practiced counting coins at Sauchak's Super Counters Supermarket!
Students learning to measure with nonstandard units through meaningful practice!
Students learning to measure with nonstandard units through meaningful practice!
Students learning to measure with nonstandard units through meaningful practice!
Students learning to measure with nonstandard units through meaningful practice!
Students learned how to measure accurately with a ruler.
Students have many opportunities to demonstrate and voice their thinking.
Students take multiple approaches to math! It's great seeing students share their own thinking.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fractions.
Students completed a See, Think, Wonder to launch our study of fractions.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students practiced time with an interactive clock on the SMART Board.
It is so important to allow opportunities for kinesthetic movement! My students practiced telling time using their arms as the hour hand and their legs as the minute hand.
It is so important to allow opportunities for kinesthetic movement! My students practiced telling time using their arms as the hour hand and their legs as the minute hand.
It is so important to allow opportunities for kinesthetic movement! My students practiced telling time using their arms as the clock hands.
It is so important to allow opportunities for kinesthetic movement! My students practiced telling time using their arms as the clock hands.
Students engaged with analog clocks while practicing coding and sequencing skills with Bee-Bot. I received my Bee-Bot through a Donors Choose project!
Students engaged with analog clocks while practicing coding and sequencing skills with Bee-Bot. I received my Bee-Bot through a Donors Choose project!
StudentsDuring small group instruction, I incorporate a variety of manipulatives that allow students to interact with the content in meaningful ways.
Students used their bodies as base ten blocks to get them moving on a rainy day!
Students used their bodies as base ten blocks to get them moving on a rainy day!
Students used their bodies as base ten blocks to get them moving on a rainy day!
Students used their bodies as base ten blocks to get them moving on a rainy day!
Students worked as a team to beat their "I Have, Who Has" time each day. We became faster at counting base ten blocks each day!
Students worked as a team to beat their "I Have, Who Has" time each day. We became faster at counting base ten blocks each day!
On St. Patrick's Day, we traded in our rods and cubes for rainbows and raindrops to practice place value and expanded form!
Students have many opportunities to demonstrate and voice their thinking.
Students have many opportunities to demonstrate and voice their thinking.
Halloween math center fun!
This is an interactive part-part-total diagram that I made using a three-section plate!
Frogs Hopping Up & Down Number Line Pond!
"2D Shape Song" (Written by Ms. Sauchak)
"Coin Song"
Home
About Me
Meet Ms. Sauchak
Resume
Teaching Philosophy
First Year
Academic Instruction
>
Reader's Workshop
Writer's Workshop
Math Workshop
Science
Social Studies
Classroom Management & Setup
Cultures of Thinking
Formative Assessment
Parent Communication
Social Emotional Learning
Internship Year
Academic Instruction
>
Literacy
Math
Science
Social Studies
Classroom Management
Contact Me