Parent Back-to-School Night Multigrade PowerPoint

Template PowerPoint to be Personalized by Individual Teachers

This is a PowerPoint presentation that I created for the multigrade teachers in our district for their Back-to-School Night. It is a template that they can personalize for their own class. This presentation helps them explain what their multigrade class will be like. It discusses research about multigrade classrooms briefly, shows how our district's instructional materials have been adapted for their children, and address some of their concerns about multigrade verus single grade classes.

You can view this Powerpoint in Google Doc by clicking HERE

I'm not sure it can be personalized if you download it, as I'm new at sharing a PowerPoint from Google Doc.  I just wanted you to see it for ideas of what you might do for your parents on Back-to-School or Curriculum Nights for Parents.

Our teachers receive multi-grade training sessions, and they personalize it in class as we discuss different options available. That's why you see multiple options for teaching math. They choose the way they decide and delete the rest :)

I hope this is helpful. 

Deborah

Helpful Advice Needed From YOU

I just received this email from one of the bright young teachers in my district:

I am just trying to get ready for the year that is quickly approaching! What do I do if a group of my 5th graders are at the 2nd grade level in math, according to their scores from last year’s Spring MAP testing?  I remember teaching a class of 5th graders my first year of teaching and feeling very overwhelmed because the skills that were supposed to be mastered were not. Do you think teaching at a too high level will be good for these students at the 2nd grade level in math?  Does this make sense?

I wondered what advice the readers of this blog would give her?  We use the Everyday Math Curriculum that is spiral in concept development.

I’ll post my response too, but I’m interested in your thoughts as there are many newer teachers that are facing this problem. Please share.

Guides Created by the National PTA to Explain the Common Core to Your Parents

Did you know that the National PTA® has created guides in response to the Common Core Standards for grades K-8 and two for grades 9-12 (one for English language arts/literacy and one for mathematics)in both English and Spanish.

Each grade level guide includes:

1) Key items that children should be learning in English language arts and mathematics in each grade, once the standards are fully implemented.

2) Activities that parents can do at home to support their child's learning.

3) Methods for helping parents build stronger relationships with their child's teacher.

4) Tips for planning for college and career (high school only).

CLICK HERE to see examples of these wonderful documents that were created by teachers, parents, education experts, and others from across the country. The guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

This would be a informative link posted on your school or class website.

Just for Once...Can I Buy It Instead of Making It!

I purchased this colorful, foam set of "Ten Frame Numeration Board" from EAI.  (click to see details about this manipulative)

Some times I just get tired of making student math materials! 
After our linky party about Debbie Diller's "Math Stations", I realized how important it is for students to use materials like 10 frames to develop number sense within the context of ten.  My 5-year old granddaughter and I are having a blast working with them this summer. We are working on adding doubles like 2 + 2 = 4 . Today she noticed that all the answers have a "partner" (even number).

When used in a classroom the magnetic backing will be useful to model to the whole class or a guided math small group.

When I ordered the materials online, I shouted, "Hallelujah, that's done!" My husband asked me what I was doing and  I explained how useful my purchase would be, and how much time I would save. He said that was a great idea since I would be painting 22 shutter "partners" to save $450 that the painters wanted to charge.  So instead of making math materials I am now painting 44 shutters ..... 

Creating a Small Group/Teacher Guided Area Without a Special Table

Not every teacher has room in their classroom to set up a separate small group teaching station. I love this idea that I saw in my journeys through many classrooms in our district that uses the students desks to become her “kidney shaped table.” The portable rolling cart becomes her teaching station for the small group.

Notice that this U-Shaped area is located near the whiteboard in the front of the room.  Each student has a desk, but during certain times of the day the students rotate to different stations.  A rule of the class is that you respect the owner of the desk you are sitting at and DO NOT use items from their desk.

By the way this was a 5^th/6^th Multigrade Classroom.



Details of Math Rotations in 4 Groups

Math Rotations

The following example will use a 4/5 combination class. All groups are using their grade level materials, going in order in the Everyday Math Book.

Group Schedule:  Monday/ through Thursday Or Small Group Days

Group 1: One Half of the 4th Graders. This group contains some students that need the most guidance. They will start Math with the teacher first and then immediately work on their journal assignment next.

Group 2: One Half of the 4th Graders

Group 3: One Half of the 5th Graders

Group 4: One Half of the 5th Graders. This group must be the most self sufficient as they will do their journal pages the following day. They must be able to remember what to do.

Schedule:  Monday/ through Thursday Or consider this   Small Group Days

	Teacher/Small Group	EM Journal Pages/Worksheet	EM Games or Fact Practice	Math Stations
Group 1- 4th	1	2	3	4
Group 4 5th	4	1	2	3
Group 3 5th	3	4	1	2
Group 2 4th	2	3	4	1

Here are the materials and list of what is to be done during independent time.



Close up of the assignment board for each grade level.



Schedule: Friday Or consider this a Whole Group Day

Regular math groups will not be held. Instead you will use this time to introduce and discuss the EM Games and activities that will be in the Math Station boxes.   If you need a “study hall to work on a math assignment” or to work with a student individually, this would be the time to accomplish that task. Lastly, problem solving experiences with a written “extended response” could also be taught on this day.

MATH GROUPING OPTION 3: FOUR GROUPS

Four Groups: Multigrade or Single Grade

Part A: Multigrade/Teacher Lead Small Group for One the Four Groups/Eighteen Minutes   1

 This third option can be used when you have two grade levels to teach. As an example, I will describe what would happen in a 3^rd/4^th Multigrade Class with an enrollment of 28 students.

You will begin by dividing your class into 4 groups: Two 3^rd grade groups and two 4^th grade groups.  This would make 4 groups of 7 students. The math textbook provided by your school district will be used in numeric order beginning at the first lesson-through the end of the book. Each grade level will receive instruction AT THEIR GRADE LEVEL. This means that you will teach a 3^rd grade lesson and a 4^th grade lesson two times each. You are probably thinking that you can't teach a lesson in this time, but remember that you only have one-fourth or your students in front of you at one time. Since there is such a small number you can keep them on track, especially when you place your most unattentive student right next to you at the kidney shaped table or small rectangular tables.

Your teacher guided math group will be located at the same place for all 4 groups, near you and a whiteboard or chalkboard, so they can hear your instruction and you can use any visual aids or manipulatives with them easily. (This is usually the same place that you teach your guided reading groups.) At this teaching station, you must have all of your teaching materials-teacher manual, manipulatives, calculators, worksheets, work to return, and individual whiteboard slates for BOTH GRADE LEVELS. I like to use a 4 drawer plastic storage unit. In the top 2 smaller drawers I place my grade level manual, worksheets for that grade, and work to be returned for that grade level for that week of instruction. In the lower two larger drawers I place all the manipulative that I will need for that week of instruction. I label the grade levels on the outside of the drawers. On top of the unit I place whiteboard slates, dry erase markers and socks to erase them, calculators, and some extra pencils for student use.

What are the other grade level three groups doing while you are teaching the first small guided math group?

The other students are rotating independently between three different activities which are 18 minutes in length with 1-2 minute passing time to the next group area.

Activity One:

 One-fourth of the students are working on finishing the assignment that you gave them, or a worksheet that you gave them today to do before you meet with them. If you use Everyday Math, they might be working independently on math boxes. Perhaps they are working with a manipulative that you have used with the group in the past during previous math lessons to practice certain skills.  Another idea is to use certain days to write about math learning. This time is to REVIEW, PRACTICE, RESPOND and EXPLORE. It is not a time to introduce new concepts.

Activity Two:

12 Math Stations, as described by Debbie Diller in her book “Math Stations,” will be set up for the students to use. These station boxes practice skills already learned in whole group that need more practice. With a partner or individually they obtain a station box and go to the area of the room that is labeled with that station number to work on the activity. Activities can contain the same activity for different grade levels. i.e. 3rd graders practice multiplication with one digit numbers, 4th graders do the same activity but will 2 digit numbers.

Activity Three:

If you are using the Everyday Math program, Everyday Math games will be played. The 2 or 3 games that are available have already been played and learned in whole group.  If you have purchased the Everyday Math games online, some students would play the games online depending how many computers you have.

Part A: Single Grade Level/ Teaching  Four Small Guided Math Groups/Repeating the lesson of the day

The process is the same as described above, with all four groups receiving the same lesson in a smaller group setting. If they all receive the same lesson, why teach it four times? 

Part B: Students move to their three independent math stations.

An auditory signal is used the last minute of instruction to signal the students to clean up their materials and get ready to move. Then a minute later the signal is rung twice and students move quietly to their next area. This must be modeled and taught to the students at the beginning of the year.  You must be FIRM about the behavior that you expect. State your expectation all year long…”I love how the students at the math stations worked with quiet voices today.” “I noticed how quickly everyone has their materials out and is ready to work.”  “I’m posting this quality assignment of Evan’s, since this is the quality I expect from all of you. Great job Evan.”

 What's the benefit of this grouping?

Each student receives instruction with grade appropriate materials but the size of the group is smaller than typical whole group instruction.  It’s easier to interact with them individually and see what they are doing as they work on their math. When you use manipulatives, you only need a smaller amount of the manipulatives, since you are working with 5-7 children at any one time.

Tests or short quizzes are given during this time too. Some quizzes can be given orally with students responding orally or on their whiteboard slates.

All students have time to practice and investigate concepts with math stations, to do their math assignment in class, and to play those Everyday Math games that practice skills and math facts. (or if you don’t have Everyday Math…just to practice those math facts).

What type of classes would this work with?

Multigrade classes.

Single grade classes dividing the number of students in four groups  (Guided Math). You teach the same lesson four times. I would not suggest placing students into high and low groups. Mix up the ability levels. There is better interaction in each group.

You can make one of the groups a lot smaller though, and place some of those struggling students in that group so you have more time with them and use more manipulatives than you normally would.

It is possible to have a lower/medium and a medium/high group, but you will not stay on the same lesson each day.  One group will work at a faster pace and you will need to plan different  lessons for different groups (this will drive you crazy).

BIG IDEAS FOR THIS MATH GROUPING

80 min total/rotate each 18 min/2 min to change

Mixed Ability Groups

Most individualized

Time to do assignment in class

Stations for practice

My next posting will be a chart that show how the students rotate.

Benefit: Closest to individualizing

Measurement Misconceptions and Chapter 8 from "Math Stations"

One of the side benefits from math stations is the chance to explore an idea without worry of failure. In her book Debbie Diller states, "These stations should be based on measurement investigations done in whole-group instruction before moving the activities to independence."  So the following activity would be done in whole-group with more activities planned about the concept for the math stations.

This lesson is about the BIG IDEA of heavy and light. Just because an object is the same size it may be heavier or lighter.You can't always tell whether an object is heavy or light by just looking at it. Sometimes you need to feel the object or use a scale.

First I made 4 paper bag puppets of the 3 Little Pigs and the Wolf. The pigs relate this story about heavy and light to the children.
________________________________________________________________________________

1). THE STORY BEGINS. . .Once upon a time, there were three little pigs. They were very fun loving and curious about the world. They decided to go off together and see the world. That was fun until fall signaled that winter would be coming soon, and they needed a warm, safe house for the winter. They decided they would each build their own house.

THE FIRST pig grabbed the first thing he saw- some straw from a field, and began to work to build his house. The first pig built his house quickly, as the straw was light and easy to pick up. He built his house in no time at all.

THE SECOND PIG thought that sticks would be heavier than straw, but might build a stronger house. He made a frame from the long sticks, and then tied the sticks to the frames to make the walls. Even though it was harder work, since the sticks were heavier than the straw, the pig was happy with his house.

THE THIRD PIG thought that the other pig's houses might not be strong enough when the winter winds began to blow. He thought that bricks would make a good, heavy house.

It took the pig a long time to build his house. He had to work very hard because each brick was so heavy. The third pig was very happy with his strong warm house.

2) Discuss the fact that in each of the 3 bags in front of you are the materials that the 3 pigs used to build their houses. One contains straw, another contains sticks, and the last contains a brick. All the bags are the same size. Will each of the bags weigh the same?

3.) Have one or two students pick up the bags and tell the class if they all weigh the same. If they don't, place the bags in the order from the least weight (light) to the heaviest weight (heavy). Why would the bags not weigh the same since they are all the same size?

4.  Dump the contents out in front of the class. Point out that each materials is about the same size. Should they weigh the same? Why or Why not?

5.) Now back to the story... SHOW THE WOLF PUPPET.  If you were a wolf like this one who can blow very, very, hard, what might happen if he huffed and puffed and tried to blow down the house of straw?  Discuss how light one piece of straw is that was used in building the house.

6.) Next, discuss what would happen if the wolf huffed and puffed and tried to blow down the house of sticks. Discuss how it weighs more than the straw, but is still quite light. Discuss how light one stick is that was used in building the house.

7.) Lastly, discuss the weight of one brick. Be sure to compare it to both the straw and the stick. Using the two cards labeled light and heavy, place down the card "Light" and then the straw, stick, brick, and lastly the card "Heavy."  Discuss how this display compares the weight of the 3 objects.

8.) Summarize: Can you tell the weight of an object by just looking at it? No, not if you have never tried to pick up that object before in your life. Once we have experience with feeling how light or heavy an object is, we can tell by just looking. Otherwise, we need to feel the weight or weigh it on a scale. If the objects are the same sizes, can they weigh different amounts? Can one object be heavier than another object the same size?

   THESE ARE THE QUESTIONS THAT CAN BE ANSWERED IN FURTHER MATH STATIONS THROUGH STUDENT INVESTIGATION. :)

MATH GROUPING OPTION 2: TWO GROUPS

Two Groups: Multigrade or Single Grade

Part A: Multigrade/Teaching one of the Two Grades/Thirty Minutes  1

 This second option can be used when you have two grade levels to teach.  You will follow the your math textbook in order beginning at the first lesson-through the end of the book. Each grade level will receive instruction AT THEIR GRADE LEVEL.

Gather the first grade level near you and a whiteboard or chalkboard, so they can hear your instruction and you can use any visual aids or manipulatives with them easily. At this teaching station, you must have all of your teaching materials-teacher manual, manipulatives, calculators, worksheets, work to return, and individual whiteboard slates for BOTH GRADE LEVELS. I like to use a 4 drawer plastic storage unit. In the top 2 smaller drawers I place my grade level manual, worksheets for that grade, and work to be returned for that grade level for that week of instruction. In the lower two larger drawers I place all the manipulative that I will need for that week of instruction. I label the grade levels on the outside of the drawers. On top of the unit I place whiteboard slates, dry erase markers and socks to erase them, calculators, and some extra pencils for student use.

What is the other grade level doing while you are teaching the first grade level?

The other grade level is rotating independently between two different activities which are 15 minutes in length.

Activity One:

 Half of the students are working on finishing the assignment that you gave them yesterday, or a worksheet that you gave them today to do before you meet with them. Perhaps they are working with a manipulative to complete this assignment that you have used with the group in the past during previous math lessons.  Another idea is to use certain days to write about math learning. This time is to REVIEW, PRACTICE, RESPOND and EXPLORE. It is not a time to introduce new concepts.

Activity Two:

The other half of the students are at their math stations that you assigned to them.  You don’t have to give each child a particular math station, but you can direct them to work on stations 3, 5, 8, and 9 this week. With a partner or individually they obtain a station box and go to the area of the room that is labeled with that station number to work on the activity. If you are using the Everyday Math program, Everyday Math games are contained in some of the math station boxes.

Part A: Single Grade Level/ Teaching One Half of the Students

The process is the same as described above, with the two groups receiving the same lesson in a smaller group setting.

Part B: Students move to either the teacher lead small group, or to independent work.

An auditory signal is used the last minute of instruction to signal the students to clean up their materials and get ready to move. Then a minute later the signal is rung twice and students move quietly to their next area. This must be modeled and taught to the students at the beginning of the year.  You must be FIRM about the behavior that you expect. State your expectation all year long…”I love how the students at the math stations worked with quiet voices today.” “I noticed how quickly everyone has their materials out and is ready to work.”  “I’m posting this quality assignment of Evan’s, since this is the quality I expect from all of you. Great job Evan.”

Part C: Small Group Lesson to the Other Grade Level/ Thirty Minutes

 The same process as described above begins for the second grade level.

 What's the benefit of this grouping?

Each student receives instruction with grade appropriate materials but the size of the group is smaller than typical whole group instruction.  It’s easier to interact with them individually and see what they are doing as they work on their math. When you use manipulatives, you only need a smaller amount of the manipulatives, since you are working with half or one half of one grade level in multigrade classes.  Tests or short quizzes are given during this time too. Some quizzes can be given orally with students responding orally or on their whiteboard slates.

All students have time to practice and investigate concepts with math stations.

What type of classes would this work with?

Multigrade classes.

Single grade classes dividing the number of students in half.  (Guided Math) You teach the same lesson twice. I would not suggest placing students into high and low groups. Mix up the ability levels. There is better interaction in each group.

It is possible to have a lower/medium and a medium/high group, but you will not stay on the same lesson each day.  One group will work at a faster pace and you will need to plan two lessons. This type of grouping can promote more use of manipulatives with the low/medium group to assist in their learning.

MATH GROUPINGS OPTIONS: Dividing to Scaffold… with Math Stations

I've had several emails asking me to post about different ways to divide a class into groups during math instruction so you can teach two different grades of math (split or multigrade class) or teach guided math groups (single grade class). So I thought in the next few posts I would describe some different options.

Dividing to Scaffold… with Math Stations

Part A: Small Group of up to 6SIX students/Preloading Before Whole Group/ Eight minutes 1

 This first option can be used when you have a small group of students, no more than 6 please, that need extra help in math. These are the students that get that glazed look while you are teaching the lesson, and have a million questions when you are finished teaching or say, “I don’t get it.”You will teach a small guided math lesson to “preload” background information for the lesson that you will be presenting to the whole group. This should be no longer than 8 minutes in length.

What do you “preload?” To obtain the most information from the upcoming lesson, they must understand the vocabulary. For example, maybe you are talking about area and you would spend 8 minutes using a manipulative to get across that area is the space inside of a shape, and it can be measured with units that are all the same size. By providing 1 inch color tiles and having them cover the inside space of pre-drawn rectangles with the color tiles they experience what area is…not just listen to you explain it to the whole group. You also discuss what is the length and width of a shape and have them show you on a shape that they draw on an individual whiteboard slate.

Think of active, visual lessons with perhaps an individual whiteboard for each child or a smartboard…not worksheets. You might also be giving them a printed piece of information that they will look at during the lesson or take notes on that was created JUST FOR THEM.

----------------------------------------------------------------------

AREA = the space _______ a shape.

Draw a rectangle and color the space inside this shape.

Label the width and length on your shape.

----------------------------------------------------------------------

That’s it. Just keep it simple. Remember this lesson should take no longer than 8 minutes. You need to ask yourself what is essential that they know so they will understand some of the whole group lesson, and ONLY teach that! Put yourself on a timer.

          What is the rest of the class doing while you preload those specific students?

Independent Reading

Fact Practice

Everyday Math Games

Part Two: Whole Group Lesson/ Forty Minutes

Teacher Lead

You teach your lesson to the whole group as normal and give an assignment if needed.

Part Three: Math stations For All/ Fifteen minutes

Student independent work with Teacher Observation

What's the benefit of this grouping?

Scaffold learning for struggling students and stations for all.

What type of classes would this work with?

Multi-grade classes that are quite unequal in grade level groupings like 6 second graders and 22 third graders. Seek help from the grade level teachers in which the number is quite low and see if they would take those particular students for math instruction in their classes.

Single grade classes regardless of the number of students.

Measuring Area with Color Tiles: A First Experience

I'm offering a free download of my TeachersPayTeachers activity that involves a first experience with calculating area. 

The big IDEA behind this activity is that area is the space inside a shape.  You use one inch color tiles to measure that area.  If you don't have color tiles yourself, borrow them from the 3rd or 4th Grade teachers in your building. They will be very happy with you for giving students the experience that area IS THE SPACE INSIDE A SHAPE.  Students mix up area and perimeter all the time, and they need to know the difference.

I'll leave the activity at "Free" for the next two weeks to give you time to download it. Please take the time to rate this activity. I'll appreciate it :) I haven't had the TPT account for long, so I will be adding to my collection.

Deborah

"Math Stations", by Debbie Diller, Chapter 7 on Geometry

I have already posted below on two different days about geometry because I get so excited about teaching geometry to students. 1) Monster Munch Polygons (book provided for download) and (2) Parallel or Not Parallel Line Sort (Activity sheet provided for download). I will be posting more this week but I am working on the download sheets that accompany the activities, so check back.  Deborah would love to hear your reactions to her activities since YOU are in her thoughts when she created them :)


Deborah

Parallel or Not Parallel Line Sort

 Debbie Diller reminded us that activities in math stations are not to learn new material, but to practice concepts already taught. This math station activity is meant to go along with a 2nd Grade, Everyday Math, Unit 5 lesson.Therefore, I would teach lesson 5.3 to introduce the concept of parallel and this sort would be placed in a math station the following week.

Students would have previous experience with sorts. It could be placed in a math station called geometry or vocabulary.

Click here to download the sort.

Math Mats That Visit Your Community

Teachers use Math Mats to stimulate thinking and to give context to the math problem solving stories that children create.  This Fourth of July holiday I was down by the Fox River in our area and I started thinking about creating an unique set of Math Mats for our community. 

This math mat image stirs up images of a warm summer day when you get to go fishing down at the Fox River.

To differentiate, you could provide a word bank at the bottom of the page:

Word Bank: Fox River, summer, man, fishing, water, river bank, fish

Children could use the names of their classmates in their math stories.



Other images could be your fire station, your local mall, the principal’s office at your school, your lunchroom, and a picture of a car with the door open waiting for someone to enter.  Since the images are about your own community, it could compliment your Social Studies unit on “Our Community” or “Community Helpers.”

It could also go along with the writing worksheet that was shared at froggyfriendsfun.blogspot.com by Karen LeBlanc. Here is what a completed writing worksheet might look like.

Though this example does not show a response to work completed on a community math mat, just picture the drawing area filled with math equations and a picture too. The writing area would further explain the mathematical thinking.  I like that they have to edit their work, even for a math assignment. When the same form is used in both math and language arts, I think it helps the student to see the connection and that it's all about thinking...whether it is in the area of math or language arts.Thanks......Thanks Karen for the great writing sheet too.
Deborah