A Es Math Strategies

8/12/2019 A Es Math Strategies

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Math Strategies for Low Performing Students

The following are various strategies to use for teaching math at different levels K-5:

1. Use of manipulatives: Research shows that developmental learning moves

from concrete to pictorial to abstract. The use of manipulatives helps children developinitial understanding which leads to real life application.

2. Collaborative group work: Working in collaborative groups provides

opportunities for students to work together to solve problems and communicate their

thinking.

3. Differentiated Instruction: Meeting the needs of different learning styles can

best be accomplished by providing a variety of learning experiences.

4. Learning centers: Center activities provide opportunities for concept and

skill development, problem-solving practice, and the development of multipleintelligences.

5. Problem-centered learning: According to the standards of the National

Council of Teachers of Mathematics (NCTM), problem solving should be the focus of thecurriculum. Activities range from application problems to non-routine and open-ended

problems. Using math concepts in projects and activities that pull in other content areas

should be considered.

6. Meeting student needs: Individualizing: Teachers can adjust the numbers or structure of

problems. Types of problems: Choosing problems that elicit different kinds of

thinking and allow students to develop a repertoire of different

strategies. Varied strategies: Teachers should implement a variety of strategies

so that students are exposed to a wide range of techniques.


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Grouping for Math

Here are some suggested ways to group during math instruction:

One math lesson example is to have a 10 to 15 minute direct instruction lesson where the

EIP teacher and classroom teacher team teach, then group for guided practice andindependent practice for 30-40 minutes. The lesson will end with a 10-15 minute

summary. This can be used in a regular, augmented, self-contained, or pull-out

classroom.

Class Groupings

# of GroupsAbility Level of Students

2High/Average

Average/Low

3

High

AverageLow

4

High/Average

High/AverageAverage/Low

Average/Low

5

High

High/AverageAverageAverage/Low

Low


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Planning for Math Learning Experiences

When planning math instruction, the following must be incorporated:

6 Elements of an Exemplary Math LessonDrill, Review, Instruction (*TIM), Processing, Application, Homework

Learning-Focus StrategiesEssential Question, Activating Thinking Strategies, Acceleration

Strategies, Teaching Strategies, Prompts, Summarizing Strategies,Extending and Refining Activities, Assignment &/or Assessment

Mathematical Lesson Organizational StructuresTraditional, Group Rotation, Episode

*TIM= Tennessee Instructional ModelIll do one; you watch. (model)Ill do one; you help. (group guided practice)

Youll do one; Ill help. (individual guided practice)

Youll do one; Ill watch. (independent practice)

The pages that follow provide descriptions of the above bulleted items.


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Six Elements of an Exemplary Math Lesson

1. Drill (tip of your tongue)(purpose is to build speed & fluency)

Basic facts!a. planned daily

b. 5 mins. only (set timer if necessary)

c. everyone responds

d. varied methods (flash cards, drill

square, drill partners, recognition of

shapes, nos., coins, formulas, etc.)

e. provides scaffolding/acceleration

(getting ready for a skill)

Students need to be interactive andengaged timed worksheets are more

like an assessment not a drill!______________________________

2. Review (in your brain, comesout with steps)(purpose is to keep old learning firm)

Always uses steps and processes!a. planned daily

b. 10 mins. only

c. a means to regularly practice

essential contentd. student-focused with no teacher

assistance (K, 1, 2 can be guided)e. varied methods (High Five review,

Grand Slam, Big Four, power point, etc.)

_________________________________

3. Instruction(purpose is to employ teaching strategies

that help students master the objective)

Can be chunked!a. teacher-focused

b. teach a piece, practice a piece, teach

a piece, practice a piece, etc.c. model and guide (TIM) with clear

intent for learning

d. incorporate use of graphic

organizers and/or manipulatives

e. incorporate use of collaborative

pairs/small groups

4. Processing(purpose is for the soaking-in of the

learning)Can be in all of the elements!a. some teacher-focused, some

student-focused

b. practice, practice, practice

c. small groups, pairs, or independent

d. can be short or extended

e. extension of carefully planned

questions or prompts

________________________________

5. Application(purpose is to make math real,purposeful, and meaningful)

a. may be time, money, estimation,

problem-solving, measurement, graphs,

charts, tables, fractions, percentages,statistics, probability, geometry,

manipulatives**

b. planned daily (can be part of reviewif not part of main lesson)

c. no defined time (whole lesson or

just a problem)

d. may change acquisition intoextensions

**Note: Manipulatives used must bedirectly related to the learning of the

content. Use of coins and clocks, etc.

are not necessarily a manipulative butare tools.

6. Homework(purpose is to keep the old learningWARM)

a. short (5-10 problems)

b. must be checked

c. graded positivelyd. always over old learning


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Mathematics Lesson Organizational Structures

Traditional Group Rotation Episode

Total group

Drill daily - 5 minutes

Review daily 5 to 10 minuteso State assessmentso Prior skills/conceptso Student focused

Lessono Instructiono Processing

Application

Homeworko Must be checkedo Few in numbero Only on firm contento Keeps learning warm overnight

Three small groupso

Teacher has one group forinstructiono 2ndgroup is involved in

reinforcement activitieso 3

rdgroup is involved in

enhancement activities

I R EA B C

B C A

C A B

Example: 45 minutes divided up so

each group has about 12 to 15

minutes for short, focusedinstructional segments

May have only 2 groupso Instructiono Reinforcement/

enhancement

Powerful, but can be difficult tomanage

Start with heterogeneous groups;

move to homogeneous groups (Be

ready for flexible groups)

Total group

Like TV episodeso Time allocated into two

instruction/processing

episodeso Lesson 1

Teach content from

text: basics,

foundations, regularlesson

o Link

Short, focused activity(drill, review, problem of

the day) to provide break

like a commercialo Lesson 2

Teach content that is

application - based such as

graphing, money, andmeasurement.


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Learning-Focused Lesson Planning Form

Name: Class:CRCT: Unit/Chapter/Lesson:

Drill:Review:

Essential Question:(with key questions if necessary)

Ac tivating Think ing St rategies:(ex: kw l, word maps, wordsplash,

etc)

Accelerat ion St rategies:(focus on content maps and key

vocabulary)

Teaching Strategies:(graphic organizers)

Instruction, Processing, Application

Prompts:(distributed practice and

distributed summarizing)

Summarizing Strategies:(ex. Ticket Out the Door, 3-2-1,

etcAnswer the essentialquestion)

Extending/Refining Activity:(thinking skills and/or writing

prompts)

Assignment and/orAssessment :

Homework

Re-Teaching Focus and

Strategy:(if Necessary)

Copyright 2003 Learning Concepts, Inc.

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A Es Math Strategies