First grade teacher Jessie Rothman challenged her students to a game . She used demo time to explain the rules , model different strategies , and discuss how to be a good partner . The teacher and the class each began with 90 unifix cubes , then turned over number cards to subtract multiples of 10 from the starting amount . Aptly named , Race To Zero , the goal is to get to zero first . Boys then recorded the amounts subtracted and amounts remaining ( for both teams ) on their record sheets . In the middle of the whole group session , she heard a student say , “ Look ! We only have 40 more left to go !” His partner responded , “ Yeah , but the teacher only has 30 . She ’ s winning .” Jessie saw an opportunity to challenge the boys and asked , “ Oh and it ’ s my turn . Which card do I not want on this turn ?” The boys didn ’ t disappoint , and answered , “ You don ’ t want any numbers bigger than 30 !” She then asked , “ What would have to happen for you to win ?” They thought for a moment , then one student replied , “ If you got only 10 or 20 . Then we ’ d have to get 40 .” Ms . Rothman asked , “ What happens if I get 40 ?” and the boys gleefully replied , “ It will be too much , and you ’ ll have to miss a turn .” Another boy said , “ Then we can catch up .” Ms . Rothman confirmed their thinking with , “ Yes , because one of us has to get to zero exactly .”
As the whole-group activity concluded , students began developmentally appropriate math stations , offering opportunities for partner work or independent exploration . During this time , the teacher moved around the classroom , informally assessing students and using variations to immediately adjust the activity based upon those observations .
On the hundredth day of school , Gabby Chenel told her K Theta class about a new pattern block station : The 100 Day Challenge . She explained that they would use pattern blocks to fill in a large outline of the numeral 100 . After the 100 was filled , boys were to record the number of each type of shape on their record sheets . The boys dove in . As she walked around , Ms . Chenel heard boys sharing the number of each pattern block they used in their design . One boy said , “ I used nine squares , 12 rhombuses , and two triangles .” Ms . Chenel asked , “ Which shape did you use the most ?” The boy replied , “ Rhombuses .” Ms . Chenel asked another boy , “ Which shape did you use the least ?” He replied , “ The red ones .” Ms . Chenel said , “ Trapezoids . How many trapezoids did you use ?” The boy proudly replied , “ I used three trapezoids .” At another table a boy explained , “ I didn ’ t use any rhombuses , but I used twelve trapezoids . I wanted my zeroes to match .” After another boy said , “ I used nine squares , six triangles , two rhombuses and 10 trapezoids . So I used more trapezoids .” Ms . Chenel could sense they were ready to try something more challenging , and said , “ Find another way to fill the 100 without using any squares .”
As you walk the halls of Saint David ’ s , it ’ s common to hear the sounds of children at play . If you listen carefully , you will find that they are also hard at work , increasing their mathematical toolkit as well as expanding their social-emotional skill set . Phrases such as “ You can go first this time ” and “ Is it okay with you if I spin again ?” show the boys are learning to effectively communicate . “ I don ’ t think that ’ s right ” and “ How do you know ? Please share why you think that ?” are ways to politely voice disagreement and provide an opportunity for clarification . Ending a game with a simple
handshake and a positive exchange such as “ Good game !,” holds immense potential for social-emotional growth .
We emphasize the importance of social and emotional development in tandem with mathematical growth . Through collaborative activities and group discussions , the boys learn to communicate effectively , express their ideas , and actively listen to their peers . Our objective is to provide students with the necessary support to cultivate skills in teamwork , empathy , and respect for diverse perspectives , fostering an inclusive and nurturing environment . •
“ While many people believe that speed and precision within calculations are the most important math skills , we believe that strong mathematicians must be able to explain their thinking .”
Ima Abia is Mathematics Curriculum Chair and Debora Farley is Lower School Mathematics Facilitator at Saint David ’ s School .
Summer 2023 • 19