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Sunday, July 28, 2013

The First 14 days of a Multigrade Math Class Overview

Using Debbie Diller's Book, "Math Stations" and Everyday Math, I came up with this plan of how to present math for the first 14 days. During this time, you will train your students how to work independently so you can teach math through guided math groups.
You will notice that I did not stop teaching math and just train students. By teaching similar lessons to both grade levels, you will also find the time to train your students.
The First 14 Days of Math Stations
 for A Multi-grade  1/2 Class
 Using Everyday Math and Math Stations

Mini-lesson 25 - 30 minutes
Whole Group EM Lesson: 30 - 40 minutes
This schedule is ONLY for the first 14 days of instruction.

Learning Outcome
Whole Group Everyday Math Lesson
Take one photo of each child for Management Board. (or use the geography of the room to rotate your students systematically so they always know what area of the room to go to next without the work of a management board)

Complete the set-up of the Management Board for Day 2
Number Lines
1st/1.1  2nd/ 1.1
Introduce: Management Board .
Model: How to obtain materials and where math stations are located.
Model: Cleaning up a station
Sttroducig up a stationh stations are locatedor Day 2udents explore and learn how to obtain their instructional materials and where to go to work with their partners.
Students will know what is expected as they clean up their stations.
Management Board
Missing Pieces Box
Numbered clear plastic tubs
Everyday Math Games:
Monster Squeeze
Number-Line Squeeze
Teacher and students model and practice: “Turn and Talk”.

Model: The difference between hearing and listening to your partner.
Students will learn that as mathematicians we are capable of thinking in many different ways and sharing their thinking with others.
Thinking and Talking with a Partner
  1. Partners use 6 inch voices.
  2. Partners take turns talking.
  3. Partners listen to one another.
  4. Partners respect each others’ thinking
Introduce the Slate Routine
Explain the Number Grid and it’s patterns
1st/1.2    2nd/ 1.4
Math Station Tub
Teacher discusses how students have choices within one tub.
Teacher shows how materials are labeled to differentiate levels.
Model: Signals used to indicate it is time to stop and clean up, and signal to indicate to move to next station or to the small group teaching station.
Students realize that there are multiple activities to do with one math tub and those activities can be repeated.
Students will move to different activities quickly and quietly.
Completed math tub
Chart: How do we put materials away in our Math Tubs?
Auditory signal
Introduce the Pattern-Block Template
1st/1.2   2nd/1.4
How to Obtain Help
Model: “I Can” Chart
“Instead” box for the Computer station
Teacher and students will create the first “I Can” chart together.
Students will practice being adaptable and flexible.
“I Can” chart

Formative Assessment for 1st Graders: Use math master pg 304 to see what numbers they can all ready write. Challenge them to write their numbers to 20.

Introduce the Class Scroll to the 2nd Graders.
Model and Practice:
How to Use a Math Talk card to express their mathematical ideas.
Students will express their thinking using a math talk card as a support.
2 different “Math Talk Cards” for each group of 2 students
How to Use a Calculator
1st/  2.4          2nd/1.9
Represent your thinking through drawing, writing, Flip videos, and dramatizing.

Where to put completed work.
Students learn to record their thoughts in short video clips.
Students learn ways to represent their thinking, and where to put that completed document.

Flip Video Camera

Examples of students drawings, and writings.
Whole Group:
Odd and even
Tally marks
How to handle problems:
   Ask 3 and then ask me.

What will happen when students don’t follow the procedures.
Students follow specific guidelines to solve problems.
How We Can Solve Problems Ourselves
EM Games:
Penny-Dice Game
Addition Top-It
Rolling for 50
Rolling for 500 using a 400-500 number grid.
“Our Math Thinking “ Books
Students learn they are accountable for doing their best work at stations.
Book: “Our Math Thinking”
EM Games:
Play your choice of game
Introduce First Station:
Review and model use of management board, obtaining materials, correct voice level.
Choose one student to be your partner, and go through the entire procedure while “thinking  aloud about what you are doing and thinking”
Students will revisit how to maintain organized classroom math stations
 Looks like, Sounds Like, Feels like

One math tub of your choice
Whole Group:
Modeling how the teacher will be teaching the small group guided math groups.
All about Math Boxes using a teacher created math box page all about tally marks.
Continue to introduce another station.

Establish student accountability by modeling and posting an example of a completed student work product.
Students will learn mathematical ideas through independent learning.
Example of student work
How to play:
EM Facts Workshop Game that provides online practice of basic facts and computation.
How we share our experiences with our class members.
Students will engage in discussions and that they are accountable for their independent learning.

Reading books that relate to math such as counting books.
How to create your own math related book.
Computer Station
“Instead Box”

Students will learn a routine to cooperatively use the classroom computer.
Chart: Step by step directions to use the computer
Chart: Who is on the Computer Today?
How to read a number line on a thermometer
(After conducting an actual “Math Station”)
Getting back together as a whole group to reflect on what went well.
Grand Opening Celebration:
Beginning a station
Wrapped box that announces the beginning of math stations.

Chart:  What We Did Well
Administer the Beginning of the Year Test to both grade levels. Recruit a volunteer to read the test aloud to one grade level while you read the other grade level test. See if the volunteer will also help score the test.

Monday, July 1, 2013

To Infinity and Beyond

My husband received a hand written card from our granddaughter that said:

I love you to infinity and beyond,
and that will never change.

Mathematically, can it get any better?

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