Fox boy main lesson book pix

These are some of the shields/times tables from the fox boy story  This one is Dragonfly 6 legs.

2nd Grade Movement games

Please excuse typos and bad grammar

Big Hairy Spider- Hula hoops are laid out in a big circle with three or four flies (children) in each hoop. It is helpful to bring their attention to who in in the hoop with them and in the hoops directly in front and behind them. The BHS is in the middle in a hoop. I say, “The big hairy spider has (a number) legs” then they have to move that many hoops.  If the flies are tagged they go to the "spider web" in the middle. When it is full (5 children) they escape at the end of the round and a new spider is chosen. I like to make math problems out of it 2+2 legs, 6-2 legs. The number should not be too large though a bigger number can give a slower child extra time to catch flies.

Blacksmith- Two blacksmiths in the center of the circle. The circle (link of chain) holds hands and chants while moving clockwise and in and out, “Now we form the magic circle. Made by blacksmiths way back when.  If it brakes we need not worry, we can form it back again.”  Then the circle stops, still holding hands, and the blacksmiths gesture hammering in their hand saying “Cling, cling, cling... clang!” (They chose how many clings). When they say clang the chain breaks apart and runs away. The blacksmiths then forge the links together again by tagging them. Once tagged the links stay with the blacksmith and tag 2 more people. When a string of 4 is made they split into 2s and chase other links until everyone is part of a chain.

Bowser the Hound - The class forms a circle with space in between the students. One child is Bowser the Hound and one is Reddy the Fox. Reddy runs in between the students of the circle in whatever path he chooses. Bowzer must follow that path exactly and tag him to win. If Bowzer takes a different path Reddy has "out foxed him".

Bunny Burrows- Six or so hula hoops spread out in the room. These are "burrows". Two children are foxes all the rest are bunnies. The foxes start in their den (off to the side) while the bunnies hop around (literally like bunnies) eating breakfast. Then I yell "Here come the foxes, 1, 2, 3" and the foxes chase the bunnies. The bunnies are safe in the burrows. But the burrows are small and only three bunnies fit at a time. A new bunny is always welcome but the bunny who has been there the longest must go. (I remind them to notice who is there when they get in). It is important to remind them not to push the bunny who needs to leave. When a bunny is tagged they go to the den. When there are less bunnies I have the burrows "flood" and remove them from the game. When there are only a few left, or the den is a little too rowdy, I end the round.

Classroom Cat and Mice- The cat hides behind the teacher’s desk. The mice (3-5 of them) scratch on the desk. when the cat hears she comes out and chases the mice back to their mouse holes (desks). The mice don’t have to go directly there. They may run up and down the rows of desks before they go home.

Colored Eggs- All line up on a line with one or two foxes in the middle. The foxes say "Knock Knock". The line says,"Who's there". "The little red foxes". "What do you want?" "Colored eggs". "What color?" Then the foxes say a color and if a child is wearing it they run across to the other line. If they get tagged they become foxes too. The foxes face the side with the most people (or are quiet) to say knock knock again. When there are more than 7 foxes start a whole new round with new foxes.  For older students who played when they were younger it can be played with flag belts. 

Dragon's Cave. The villagers stand on a line and take 3 steps towards the dragon's cave and say "Dragon, dragon in your cave so deep are you awake or are you asleep?" If you hear snoring or "I'm sleeping"... then they walk another 3 steps and say it again. When the dragon is awake he chases the villagers back to their village (the line). Anyone caught becomes a dragon. The dragon needs to be standing in order to catch anyone.

Drop Nut - A squirrel is collecting nuts for the winter and drops one. Her friend finds it and chases after her to give it back. The children sit in a circle and like Duck, Duck, Goose one child walks around the circle. That child has a "nut" (a stick, nut or later a silent scarf). The children in the circle must look strait ahead and not and the squirrel. They can turn around to check behind them when they see her past them and don't see the nut in her hand. If the nut is behind them they pick it up and chase her back to the empty spot. It is fun for the squirrel to walk around until the nut is discovered and then run.

England Ireland Scotland Wales -hand clapping game- England (face partner hands in prayer position but pointing at partner, touch the back of the left hands as they pass from the right to left side),Ireland (touch the backs of right hands as they pass) Scotland (touch back of left hands and don’t pass but stay touching) Wales (leave left hands touching but pull away your right hands then clap your own hands,backs of lefts still touching) Inside (lefts back still together right hands clap above the lefts) Outside (right hands clap below left hands) donkeys tails (jump and both of your hands smack your back pockets) 

Ferryman- The children all line up on one side and sing "Ferryman may we cross your river. Ferryman may we cross your sea". The Ferryman (usually me) says, "You may cross my river if you... like me." Showing a body movement (walking like a duck, hopping, etc.) if the child is doing this movement they are safe from you. They can choose to run across. If they are not doing what you said they can be tagged. They can go back to doing the action if you are close to them and run again when you are somewhere else. If they get tagged then they become "river weed" and they are rooted in place. They can then tag children from their spot even if they are doing the prescribed motion.

Farmer and the Crows- Once a farmer had a beautiful garden that crows came and damaged. In her frustration she learned a spell to turn them into scarecrows. The unchanged crows were afraid of the scarecrows at first but eventually realized that they were their kin under a curse. This acknowledgment broke the spell and freed them. The farmer tags the crows. Once tagged the crows stand with legs and arms apart. Two other crows can free them by holding each hand and saying “Spell Unbound”. We begin the game moving in a circle saying the verse “Farmer toiled, food she grew, crows they came, to eat some too, magic chained to the ground, crow friends came spell unbound. Caw Caw Caw!

Farmer Brown- Children sitting in a circle. One child (Farmer Brown) in her mind picks a child to be her sheep then walks around and knocks on a farmer’s door (taps on back) Farmer asks, “Have you seen my sheep?” “What does it look like?” “It has... (something about the person chosen) That farmer then takes a guess at who the sheep is. If they are wrong then Farmer Brown goes to another house. If they are correct then the farmer that guessed chases that sheep around the circle and back to its spot (Brown stays out of the way).  An extra challenge is to turn back as you hear clue and try to guess.

Fisherman The children form a big circle at least 10ft from me. I tie an old ball in a cloth to a jumprope and spin it around me. So that I am the center of a 15 ft circle with the ball skimming the ground I say "I am a fisherman brave and strong I'll catch me a fish, and it won’t take long. Hmm what kind of fish am I going to catch today? (children call out a fish). My bucket holds three fish, when the fourth fish is caught, the first fish flops out and returns to the pond. This has also been called jump the shot or bola. Those caught get in the bucket ( I use a mat to sit on, and the first fish slides along as the others are caught, until finally she pops out.

Good Afternoon Old Man -  The old man has a cane and is blindfolded. The circle forms around him and moves clockwise while everyone is very quiet. Then the old man slowly spins around and points at someone. That person steps forward, takes the end on the cane and says in their strangest voice, "Good afternoon old man". Then the old man tries to guess who they chose. If they don't guess correctly they can have the person say it again or you can have them spin and select a new person to guess.

Islands- Markers (dots) set around the room. The children are instructed to move about in a special way when I yell "storm!" they have to find the nearest "island" (dot) and put their toe on it. Many children can use one dot. The movements are water based; dolphins, crabs, sailboat, speedboat, etc.

Jack Frost- The children from a village at the base of a tall mountain would call up to Jack Frost in hopes that there might be snow. The children knew that he and his arctic fox friend liked to play with his ball of snow. The game is played with the children lined up on one side of the play area and Jack and his fox in the middle. The children call out “Jack Frost, Jack Frost, won’t you come and play with us?” and he answers, “Not until my ball bounces (a number) times”. Jack throws the ball up and the children have to wait until the ball has bounced that many times before they are allowed to run across, trying not to be tagged by Jack. The fox’s job is to retrieve the ball, no one else may touch it. If they are tagged by Jack they wait in the middle with a hand out to be saved by someone on their next way by.

Lions and Leopards- Two people hold hands making a bridge while everyone is in a circle that moves under the bridge. They chant and step in beat, “Lions and leopards, lions and leopards, hunting at night. Lions and leopards, lions and leopards, hunting at night.  Lions and leopards, lions and leopards catch the game”. On the word “Game” they bring their arms down and whoever is caught in between (like London bridge) joins them. Then they say it again and catch the next. As the hunters grow in number they can catch more people at a time in their trap.

Loving Zero- One child skips around the circle while we sing;”Circle round the zero, find your loving zero, back back zero, side side zero, front front zero, tap your loving zero”. At “find your loving zero” the child stops behind someone and together they do what the song says ending with the original skipper tapping the zero on the shoulder and taking their place as the zero then become the skipper.

Magic Hills -Hula hoops are set out around the room and a witch casts a spell on all the children that when they hear a bell they must go to the closest magic hill (hula hoop). Then the witch casts another spell turning them all into ... (Bats, Toads, Ghosts, Dry Leaves). Then the bell rings and the go to a hill for another spell. This can be adapted for other seasons (the fairy queen in Spring- birds, flower pedals, Jack Frost- winter sports)

Magic Hills - A wise medicine woman has an apprentice that gathers the herbs she needs to make her magic. Different spells need different colors. Hula hoops are set out around the room all the children start in the hoops. The wise women says the magic color needed. "The magic color is ...". Those children must leave the "hill" they are on and run to another while the apprentice(s) chase them. If tagged they sit out until two others are caught and then go back in (so there are only two or three out at a time). Second grade ran strait to the new hoop. Third grade liked to play chase so I would give them a moment and then yell another color. Once that second color is called those with the first needed to find the closest hoop unless they were wearing the new color too.

Mother Bird- The mother bird (me or a child who cannot participate) sits in her nest and all the fledgling birds are in the woods (on a line across a running space) Each of them have been assigned one of four kinds of birds (that match the colors of my juggling scarves) bluebird, robin, chickadee, and parrot. The mother bird calls one kind back to the nest because she sees the bird catcher coming (they don’t seem to notice that one mother has many types of babies). Those birds run to the nest. On the side there is a bird catcher who comes out at the call and tries to tag the birdies. If they are tagged they go off to the side where there is a “bird cage”. If they are not tagged then I send them back to the woods and tell them it is safe the bird catcher is gone. I call each kind of bird and then empty the bird cage and pick a new bird catcher. 

Musical hoops - Hula hoops are laid out in a big circle. I play my flute and while they hear music they skip around the circle. When they hear the music stop they find the closest hoop and stand in it. As the game continues I take away a hoop each round. It is fun to see how few hoops everyone will fit inside.

Neighbors-  Children seated in a circle (sitting on place markers). One child standing in the center says “I like my neighbors who...” and then something about her neighbors such as likes pickles, has a sister, is wearing blue. The children who fit that description get up and change places. The child in the middle claims an empty spot and a new child is left in the middle.

Old Witch - like mr Fox. Children on a line. "Old witch old witch who lives in a ditch and combs her hair with a hickory switch What time is it old witch old witch what time is it old witch?". "It's (a time 1 through 11)". They take that many steps toward her and say the verse again. When she says midnight she chases them back toward the line.

Posture Tag- All players have beanbags balanced on their heads. the ones who are “It” have a red bag the others blue. The “Its” walk as quickly as they can to tag the others. If the beanbag falls off the “It” while he is chasing someone that person is free to go while the beanbag is put back on. If it falls off the one being chased or if they are tagged they switch beanbags and become “It”.

Scrambled Eggs - 5 children stand in front of the class and are looked at carefully. Then the class looks away while they change things, then class looks and tries to figure out what has changed.

Statues The night watchman falls asleep and the statues come to life and play.

I ring the bell (the clock chiming wakes the watchman) and they freeze. If I see them moving, they run into each other or are too loud they sit on the mat for one activity round. "Now you will be" and they act out what I say until I ring the bell. (skip, swim, bike, horses, basketball, dance, frog, monkey, lion, crab, octopus.) can be played with a ball rolled and the statues have to not move even if the ball is heading at them. If bumped they are out a round and can help pick the next activity.

Tall trees in the forest -Centering verse. Tall trees in the forest (tiptoes with hands high), fir cones on the ground (curled up in a ball) tall trees in the forest (same) fir cone all around (arms and legs spread wide) tall trees in the forest standing just so (feet together with arms crossed body still).

Tap Jack- Tap Jack is so shy he taps someone and runs away. Like duck, duck, goose (sitting in a circle) a child taps one person on the shoulder and runs away. The person tapped runs the other way when they meet they stop and shake hands and say good morning. Then they run back to the empty space. if the person tapped gets there first they can choose to be Tap Jack or not. If Tap Jack is first the other child is the new Tap Jack.

Through the Forest- One person is the wolf and turns his back to the play area. Everyone sings, "Through the forest we are skipping while the wolf is far away. Who knows what will happen to us if he finds us at our play." (BB GG BB GG BB GF BB G). When they get to the word “play” everyone freezes and the wolf turns around. Anyone moving is caught and stands one a line next to the wolf for one round

Witch in the Woods- There was a village near a large woods. During the day the children would go into the woods to gather wood, berries, and nuts. Because it was such a dense forest when night came it got dark very fast. When it was dark a witch that lived in the wood would walk through looking for children. If she saw them she would capture them and tie them to her magic rope. The game is played; The lights are on and the children are playing acting out activities. The lights go out (I have some that stay on always so its not totally dark) and the children must freeze. I come out as the witch and walk through the room among the frozen children and say "When the sun goes down and it's darkest night I search for children who shake with fright. If I see you move your toes, tied to my rope your wrist goes." If I see them move they come and

hold onto a jump rope I am holding and trail out behind me. After I say the verse I wander back out and turn the light on. The children then play again and freeze when the lights go out.The "caught" children stay on the rope and follow me through the woods to catch others.

Fox Boy notes

Monica Marshall                                RSC – Art of Teaching 2^nd grade  - MATH                              6/26/2012

MATH

In Practical Advice for teachers Steiner says a lot about math. 

Rudolf Steiner curriculum for Waldorf Students – The divided I speech

               GOALS for 1^st grade –

               Introduction to qualities of numbers 1-12 ---Feeling of the whole and whole to the part

               Intro of #’s 1-12 up to 100-200

               Introduce concept of 0 – nothing

               Strong understanding of the story of the = sign and that it also means is

               Counting Story

               Develop familiarity with counting backward

               Introduce four processes

A lot of people used gnomes, knitted gnomes, gnomes with capes, it can make it really alive.

# Patterns – developing sense of estimation

Roman Numerals 1-12

Using manipulatives – rocks, river stones, acorns, wooden beads

Sensory math – blindfold – smell things

Geometry curriculum imprinting

Jot things down so you can bring it back (in 2^nd)

Through the Curriculum can use remember in 1^st, especially if you set up the foundation

Division – Rudolf Steiner says it is like multiplication, no difference; children connect and move to multiplication easily.  If child is a choleric then will like division because they are demanding everything get broken up.

1^st division need to do both

                                       

                                                                                                                               It’s basically factoring

         

AND ALSO

The way a # can be divided into even groups

Need to SEE what difference is

Strategies for children that are not there

They just work with the others in the class.  Don’t pull them out to have them remediate yet, pair them with other students so they can help each other and just keep bringing them along with the group.

Math is subject that can’t go to sleep.  She would have had children do summer math work with parents and will have them do something like cooking with the parents at home.  Summer work should be counting objects around the house, not drilling or written math – fun.

Mental math – wonderful especially for the child that can do so but not on paper – really delight in them

The children LOVE having a long problem that goes all the way across the board.  Come in the morning and there is an easy multiplication on the board.  Want to go from the whole to the parts

Whole

Equals

3 groups of 2

When write use strong rhythm!!!

Umbrella Story – solidifies and carries the year, meets developmental style of class and can get pedagogical stories into it. Monica uses the book Indian tales and uses the same characters.  The book itself is not for 2^nd grade and should not be read verbatim, but using the outline of the character is perfect for the second grade mood.  So you can take a culture, she did Native American because she felt it was important to honor the culture from where we live – POMO.  You can use African, Japanese, chose somewhere that you want to bring the culture and are interested in. 

So her protagonist is fox-boy.  In Monica’s mind he is 8 years old, and she never tells the children if he is an animal or a human.  She talks about his beautiful bushy tail and when children ask if he is a boy or a fox she says, well you will just have to listen, never tell!  It can bring in the children that might drift when they think oh she might tell us this time if he is a fox or a boy.  Fox boy develops the entire math curriculum story.  She developed his home, where he lives and brought glass from glass beach and used the imagery of glass beach in her story as jewels that were traded.  The other characters can be developed, antelope mama, father bear…

So fox boy has tantrums and when he does he gets the hahas and he can’t stop kicking his leg.  Grandfather coyote is another character that visits foxboy.  He tells stories like a true American tale, story within a story, real folktale of Native American and all the math comes from these stories.

So how to introduce times tables

Fox boy had a great relationship with Grandfather coyote….build up the story…and tells how he can talk to the animals by teaching him to sing the secret songs. 

One night he heard an owl hooting – owl two-feather.  Fox-boy was in his grass hut (or wikiup –but pomos lived in grass huts) and heard owl hooting……..continue embellish…found owl and he sang the song of owl, the song of 1   1 is 1x2   this leads them to talking and he shows fox boy where he can find the sticks.

At end of the lesson can say, “And I have some of those sticks right here for you – OHHHHHH!!!!”  They will be SO excited, (Rhythm sticks) can paint bottom of the branches/sticks.  One time Monica had her class go out into the Robin Hood forest and gather sticks – they didn’t last so well, but you could make rhythm sticks and put them around the forest – would have to make sure there were no branches they would want to use – or get crafty about it.  Could maybe throw them around the forest and tell them owl left them for them and they will need to find.

Fox boy meets other animals in the forest – mouse 10 ton, otter 4 splash.  The word spreads about fox boy and that he could learn the song of the animal.  Each animal is associated with a multiplication table. 

Rhythm of #’s – change it up from 1^st, bring it in all different ways.  Don’t buy into the FEAR of them not knowing their times tables – make it fun – living loving pictures.

2^nd grade characters should NOT be anything like 1^st grade characters – they are no longer 1^st graders and they need to know that YOU know and understand this.  When the children ask is …(from 1^st grade) coming to 2^nd grade – OH NO…that is a 1^st grade thing.  So NO carrying the fabulous gnomes forward, so tempting but no – that is a 1^st grade thing, we are in 2^nd grade.  Though you can refer back to say a story in 1^st, it something that they can hold on to when bringing new ideas.

Can do a chalkboard drawing of an owl in the tree and animals in the forest and the inhabitants, or could do owl in the tree and then add the inhabitants a bit a time.

MENTAL MATH

Write a mental math story for 1^st 6 weeks

Need to do narrative, not the 10+3 is   - you can do this practice but not at mental math time. 

The narrative builds critical thinking skills and independent and creative thought. 

Make sure you mix up the difficulty of the questions.  If you start to easy the smart ones won’t listen if you start too hard the ones that struggle will check out, start with medium to hard. 

As I was walking to school today I saw 50 squirrels in Tehlias’ yard (use a bigger number than in 1^st), 20 squirrels went in one direction and 15 went in another, how many were left?  Use RIDICULOUS things.  There were 150 ducks in the pond, in 1^st grade they would want to go to the pond and see them but in 2^nd they just think it’s funny.  Don’t want to give too much to story – downfall if so – just 3 minutes, it will deaden if you go on to long, just thinking it is an exercise and make it humouous.  The pace should vary and it takes time to build it up when you stop doing the math your skills deteriorate, even for the teacher, can do an everyday story with 5’s in it.  Should be doing mental math every-day in main lesson. 

When you call on a student whose hand isn’t up and they say, but my hands not up, then you can say, “Oh I know but this question is for you.”

Child that can’t visualize they can use their hands – 10 left – 5 went away. 

Mental math (from Antje)

A jellyfish knocked on my door yesterday

He was selling butter cookies and marmalade

There were 25 cookies upon the plate

I ate 4 and Tehlias ate 8

How many were left? 13

Just then Cooper my dog past by

He jumped on the jellyfish and did the plate fly

The puppie ate up another two

How many cookies were left for you? 11

Monica marshall Art of teaching 2^nd con’d (came in late – traffic accident)

Place value

For children there needs to be  a reason why we go from 9 to 10

Children get it – reason WHY we don’t stay in the 1’s

So story of skunk she made up and foxboy about bag where he cant hold 10 in his hand at one time.  So he needed a bag to but them in whenever he had more than 9.  So the bag is named 10.  Can do other ideas like eggs in a nest.

YOU JUST WANT TO CREATE A PIX AND MOOD OF WHAT TO BRING

 

                              Fox boy collected 4 in the morning

 

                                             He collected 11 by the afternoon

Do you think fox boy got the hahas?

So what did he have to do?

He put 10 in his bag.  So he had 1 left.

Do you think he could gold one in his hand?  YES

Can make the pouches out of leather and then can say…..and I have a pouch right her for you!!!  They will give OHHHHHHH…if they are living into the story and then can have the children blanket stitch them up.

So then (want to say all different ways)

We can draw 2 bags on the board and 3 jewels

And say This is what fox boy had in the morning

 

)                                                                          0 0 0

                                                                           3.)How many here

1.)So how many in this pouch

          2.) How many in this one

How many is that? 23

Then add bags

 

                                                                                                                                                     

                                                                                                                0 0 0

                                                                                                               0 0 0

Count 10                             20                              30

Remember the 1^st day when he could only hold 9 in his hand?

No can add together

                                                                                                                                                     

 

                                                                                                                                                     

                                                                                                                0 0 0

                                                                                                               0 0 0

_________________________________________________________

 

                                                                                                               0 0 0

                                                                                                             0 0 0

So how many did he have all together? Lets count

10           20              30                        40             50  and how many in the hand-6

Now there is another way to do this – introduce vertical

  23

+33

5 bags – 6 in the hand

Ask the children – can my hand hold more than 9??? NO

So all of that could be 1^st weeks work

So the 1^st thing is making the 10 around the pouch, then do it with the pouches counting, then doing it vertical, should be a progression.  Then can use manipulatives with the bag, whatever you used in 1^st you can use in 2^nd. 

Good to use manipulatives too so that they realize things come in different sizes and colors

So now next week

Fox boy getting so puffed up, thinking he’s all that and Grandfather (give visual description of him) cam over to talk to him.

Fox boy learned about the song of the owl and fox boy needed to teach the song to the people of his village.  Fox boy didn’t like that.. (Build in lots of drama within the words of the story)

Fox boy taught the song of the owl to the other children of the village so they could all be safe when they walked through.  Now fox boy all puffed up and grandfather coyote says you look like a porcupine – fox boy is humbled.  He collects pouches – all the way up to 99

So need to have some way of character holding 99 things

He has more than 99 so he drops them all  to the ground - go to 100

So fox boy looked at all those jewels on the ground and what do you think happened??

He got the hahas – and his leg begin to shake and he was  howling

The mama came by and said I haven’t seen the hahas in a while…I have a basket that I have been weaving and I would like you to have.  So he picked up the basket and wouldn’t you know all 100 pouches fit perfectly in the basket 

Draw a basket and put a 100 on it

If students understand correctly they can go on with baskets, if not you will have to work there.

So now you can draw baskets and pouches and in the hand on the board (always use the same terminology – children will get lost easily if you skip from calling it pouches and then bags)

So

                                                                Bag      bag   000

                                                      Bag     bag   bag    000

Basket   basket   bag     bag     bag     bag    bag     6

Then next adding

  23

233+

256

So this is all in 1 color of stone

Don’t normally have the same amount of bags as in the hand so…

Bags don’t necessarily have to line up either.

If you set up really well this – they will all get it

REALLY have to think out place value and story because if you do it confusing – they will be totally lost and confused.

So for each place

Mama comes and rescues fox boy and gives him something else he needs

Backpack etc…

THEN –

Grandfather coyote sees that Foxboy has so many jewels.  Foxboy is stronger and standing taller and says Grandfather coyote to Foxboy I want you to come with me somewhere.  And grandfather goes into the story of his Great great great great great great great great grandfather that told him of this place and (foxboy has a best friend by this time – badger girl) and coyote squatted in the soil and drew a map on the ground to show fox boy how to get there. 

Fox boy and badger girl go on the quest all the way to the beach – glass beach

Fox boy and badger girl gathered as many as they could gather of the green stones

Grandfather coyote said no we must not give them out yet because we have far less of the green than of the purple (this is when we use stones or beans or glass)

Grandfather Coyote goes into a deep deep sleep and his ancestors tell him that you may trade.  You may trade 10 purple stones for 1 green stone and yadayada – Tell me what fox boy would have if he had 25 stones

So high level will count out 2 green and 5 purple, others that didn’t make the leap will count out 25 purple stones.

So then the stories of going to toehr beaches and collecting other gems or stones and each one being more valuable. 

Good to do manipulatives at end of class on floor in a circle so you can see your feet and everyone elses.

It’s a balance – you don’t want to stay too long in 1’^s and 10’s but don’t want to go on if some don’t understand it well.

When you go to the #’s you might lose children but that is ok – just keep bringing them along.

1^st do the math horizontal.

Doing math left to right  is setting a plain for language arts

2^nd –

The children lose intuitive sense and gain more imaginative forces – practice both horizontal and vertical math – but solidfy it and then you will be able to go back to it and recall.

So can have a felt piece for each child

Fox boy gave 4 jewels to tribe …..

Bring down 4

So now take 10 and move it over into the pouch

Make sure it is set up so the 10’s are on the left – then throw in fox boy needed some porridge and some…

Then fox boy came back and gathered another whole pouch worth of stones

What do we have now?

2 pouches and 2 in the hand

  This is not recall or mental math this is arithmetic in main lesson, during Math block – do this 2x a week.

So now how many pouches do you have?   How many in the hand? 

It is best to do this at the end of circle because once set up don’t want to go on till everything is put away.  Can call on children to set up – give felt – jewels etc…

Picture of felt

 Pouch    pouch       00         so now have another color because can only go so far if the stones are the same color

Person in charge of trading gives the beans/jewels

White bean  - 100

Balck – 10

Brown – 1

Monica had enough different colors of jewels all the way to the millionth.  The millionth was a dragon tear with a color inside the color (of course most valuable)

So have felt piece with jewels like this

100        10                1

1^st block – no carrying and no borrowing – just addition, towards the end can do the following type of example

Father Bear was always needing jewels to share with the other people of the village.  One day Father bear came to fox boy and said I need 1 pouch and 3 jewels for ….

So he had pouch pouch 000

He gave                               pouch 000

He had     pouch    and 0 in the hand

So subtraction do that 1^st than can do 23

                                                                     -13

                                                                       10

Then father bear needed jewels for turtle girl and Monica says he had (always start with the hand(

3 in the hand

3 pouches

2 baskets

How many did he have?

233

How many baskets? 2

How many pouches in the basket? 20

Jewels are very tactile and will help to activate their thinking. Knitting activates the nerve endings in the brain (Swedish study)

So the story lasts all year and at the same time fox boy is learning new songs to go with the multiplication tables

20 pouches

Then he would have to hold 200 jewels

So now back to the 233 – let’s read that again - how many jewels in the pouch? 30

Now  fox boy found 3 more jewels –

So now how many in the hand? 6

They are doing this on the felt with their jewels

Now he gathers 5 more black beans (5 more pouches)

Do we have enough to trade for a basket? 

Then Fox boy gathered five more in the hand – is he going to have the hahas?   What do we need to do?  Trade

Oh no  do we have enough to trade for a basket?  How many more would he need? 

Are we even close (estimation)

Build in the estimation, most children won’t be able to answer, some can and some can without even knowing they can.

Can keep this active all year long and can work with the stories. 

Monica talks about being a chemist and having to take a test.  She was in upper math classes and failed the foundations of math test.  She didn’t get these foundations in school  - it is vital for students to understand this! 

Manipulatives are really good for children that live in their heads.  Can tell them, pick up the green stone, how does it feel?  It was laying on the beach getting tossed in the surf and it was rubbed smooth by the sand – build up the living picture so they live into it – this creates reverence.

At the end you can let them make a picture with the jewels on the felt (just few minutes) and not everyone will finish the pix, then you can go around the circle and show them.  If  they didn’t finish they can say oh I was going to make…

Monica then had us go outside and had us do jumprope.  If children can’t do the over then can do snake or evy ivy back and forth.  She said – jump over the rope if you have 10 people, minus 5 in your house.  Then you have to say the # as you jump over the rope.  You can do this with breakfast (helps you find out who is eating healthy) – If you had 3 things for breakfast jump over the rope – and name them.  Jump over the rope if you are 20 – 11+1+1 =  They jump over the rope and say 9.  You  can do the different ages.

Monica Marshall – art of teaching grade 2                       3^rd class on Math

2^nd block

Use different felt colors for different things – golden felt for recorder

Fox boy had 1253   (always have your own that you are working on – or you’ll prob. Get lost)

How many baskets did he have?

Now fox boy has 2586

How many black beans does he have?

Does everyone have 8???

Give time for people to rejoin you if they are off

So how many pinto would we need for one garbanzo?

Shake things up – can ask a complicated thing and see if anyone answers

Read the 1^st and 3^rd grade indication – there is not a lot about 2^nd

Book – examining the Waldorf curriculum from an American viewpoint.

Children love accoutrements and being a scribe

Word “Weird” is a word not allowed in Monicas class – she’ll say isn’t it odd and isn’t it a fun word we are so lucky we can speak it. 

So we now  have Garbanzo beans in the 1000’s

Garbanzo             Pinto                     BlackBeans         Pintos

2000                     500                       80                          6

Than Father Bear came by and needed to borrow 203 beans

Then can write this # on the board, helps children to learn visually

What was left

Use subtract sign

Last block take them into the millions (not millionth) just for fun

So if 203 two hundred three (not two hundred and three)

Saying “it’s just the way it is” instead of I say so

Bear now needed to borrow 200 more

Then came back 100 more (working the story into it)

What do you see now? 

2083

As you go with the jewels or beans the children should point finger on beans

So how many pintos are in the baskets?

In 2^nd block talk to children about place value – can talk about parents in the big world and how they use it

So taking away 1 basket and 2 in the hand

1081 left

So nothing in the basket place – what is that basket place?  100’s

Keep working with less than and equal than

There is lots of loss of common sense and so really bring in lots of sayings

Early bird gets the worm etc…They are so very American (come up a lot when study Rome)

In 4^th there are lots of pioneer sayings

Now –

Quail girl came by which was so very unusual – and she borrowed 3 black beans and then antelope came by and borrowed a garbanzo bean

What does that mean 51?

5 – 10’s

Then count 10’s on hands 10 20 30 40 50

Then Father Bear came by and asked for 21 more and did Dad take 21 No

He took 2 north and traded

By this time don’t need to say pouches and saying black beans

What is left 3 black beans

If I was drawing pouches/ beans, how many 1’s ??

Do I need to put that?  Yes

To hold my place

Dorothy Herrer – book – Math lessons for Elementary grades

Commas in math – seashell to keep place

Secret relationship with children want to capitalize on

Bored – oh that’s good because when you think of something to do you’ll be so excited

Academic part doesn’t always meet them

Develop the social realm and in 4^th they will be able to shine

Child will remember the one thing that was boring

They need to inwardly feel that you as the teacher knew that they could answer and the idea that you gave that question just for them to answer- just for me!!!

Don’t convince parents to stay can say – as a parent I really trust your judgment and If you think that that he would be better off

Build relationship our of love and really work through the temperments

Melancholic – “Oh I never get the answer right” Always make sure the melancholic can answer something.  But I just called on you yesterday and you got it right away. 

With Melancholic don’t respond of course your so smart or oh that’s so sad or one day you’ll be able to get it right.

Can do the melancholic face, oh L, sometimes that is all they need

Phlegmatic – inwardly a lot is going on – boy nothing/ never gave any kind of sign even listeinging – they are on a different rhythm but quite awake inside – The boy she tried to get him to answer but wouldn’t – he was on a two day rhythm working through the info.

Monica doesn’t use columns or graphs because looking for the inner column.  Some children need help – have vision of where want to go and the children to be

Example – Do main lesson book on Sunday so she takes out all the childrens books and fixes the little things in them and then gives whatever they need to be successful.  Children don’t like using crutches and will give them up when they feel ready

Don’t say to children, oh no that is so beautiful, when it is not your lying and they know

Nobody counts on their fingers if they don’t delight in doing it or need to do it. 

Love to have children collaborate

Remember – you go out and miss things during talks so don’t be so on children when they do

Monica had us stand in a line  of 5 or so and had 2^nd person write a number on the 1^st person’s back.  Wrote 25 and then next person did 35 than down the line.  Everytime you have to erase – very crucial step (doing this actually helps with folk dancing???) Then had 2^nd person pic one of the #’s and they wrote and person had to guess. 

The only time this was a problem is when the girls started wearing bras – so when they got that age she stopped

Now if someone does it wrong – 57 instead of 75 can say Oh lets try it again and see if they start to do it right – if not can say 0h 5 first sweetie. 

All the things in childhood normalize “of course these things happen” That would be the gesture

In Steiners time prob not so many spatial issues. Children did folk dancing from an early age, this creates less spatial issues.  Utilize as much as you can.

TIMES TABLES

              2  is                                        1              x                          2

Sticks -  II x (cross sticks together) II        cross sticks      put on shouldersj

Hit on desk, hit on carpet – Each times table will have it’s own pattern

 24 is 12x2

Can do this times table backward

Can connect times tables and do them forward and backwards or backwards and immediately forward

Also hitting the neighbors sticks on side if in a circle – would have different rhythm or gesture for each times table.  You don’t want to have the same rhythm it will put them to sleep – you want to wake them up. And don’t only use sticks.

Can do in a circle and have stones for each different clan – 4 groups – skunk, bear, coyote etc…

Fox boy crosses the country to visit the other tribes

Rocks carved into the animal shape – animal spirit in the rocks – 1 for each clan

We teach to the imagination, public school children say hate when they just can’t do it yet

Do it one way – then do it 5 other ways

Special basket  for the carved animals

                              Sitting in a circle – those in the wolf clan, sing me the song of the owl 1 is 1x2….

Can of the ….sing me the song of the otter wolf splash then they do the 4’s

There will sometimes be tension between the clans – can have clans  meeting each other in the forest –

“Brash warrior we know the song of the ….better than the other clan”

So then the 2 clans “battle” the other 2 clans

If one group is better – sounds like the bears and skunks are tired

Can separate further to 1 clan on 1 clan and then down to choosing 1 child from each clan so each child in clan doing there times tables. 

Can have someone step out of the circle and do on our fingers

Have them make sticks – sand down and work them –be careful with bamboo, splinters in it – so painful

Clans shift and change 0 no same stone get to be on the floor in the center – the stones are a ceremonial thing.  When bring out the stones they kow the clans are here – and they live into the clan.

Luni stick is best for 4^th

Chinese jumprope she thinks is better for 3^rd or 4^th

Indonesian sticks 4^th – dance movement with them steeping over sticks shared at goetheum, finnish school, conference in Dornach.

As move up the grades wouldn’t want to only do sticks – don’t want to overstick them – so special thing a couple times a week – look at gestures

Bean Bags

Partners move bean bag from hand to hand 2 is 1 x 2  hand hand hand throw can put students in triplets or quad. 

Timestables – counting stars – can use counting stars on each #

When create – not a clock  - so do we have something between 2 and 3?  Work with children to make the numbers around the circle.  Can have them put stones 1^st

Raccoon 3 legs, when he draws in the dirt he draw a special seal and when fox boy is in trouble he needs to stop and draw the special symbol (counting star needed) if he does anyone in the village will come to his aid.  Even’s go to the highest will always end on evens.

Partial pix of owl two feather in a tree then on other page mulitiples of 2’s

Children need help if just give them a pencil and say write it they get squished.  Do work in crayons and nice and large .  So does 4 times table on 1 page, equal sign should be directly below equal sign above it, then groups of 1 group of 2 groups of

2                            =                            1                            x             2

4                            =                            2                            x             2

6                            =                            3                            x             2

8                            =                            4                            x             2

One color            one color             groups                                 This column tells us how many per groups

Total                    the same as