12C+Math+Implementation

=Before October -= During August and September, we kept our 1st and 2nd grade homeroom students in the room for math. We used that time to do a lot of beginning-of-the-year things. There was a lot of exploration and modeling of routines and materials, we introduced games that would be available to us throughout the year, and we introduced activities to get our math juices flowing. We also did a bit of assessment. We did 'officially' start McGraw-Hill (meaning, we started following the scope and sequence) and got about midway through Chapter Three.

What follows below is the sequence of units/chapters that we utilized over the course of 2011-2012. There are some things that we admittedly didn't formally cover; primarily measurement and probability. We have to put that squarely on our math schedule - we are only together 4 days a week, and once we started doing weekly lab times, it really took a chunk out of our available teaching time.

We should also note that we very earnestly started out with a model of rotating teacher, hands-on, independent paper-and-pencil work, as well as appropriate technology resources. At varying points - totally dependent on whatever concept we were working on - we usually had 3 or 4 distinct groups. Once we started on Money in December, however, we shifted that to two groups, with a nice emphasis on cooperative work. We spiraled back to our more distinct groupings as soon as we hit computation again. Toward the end of the year, we once again split into two groups.

In March, two of our students were pulled out of the room for math. This altered our planning, in that the range of learners we were working with narrowed a bit. From October to March, we had both a 'high' group and a 'very high' group. It should be noted, however, that our low group was particularly low, including two non-readers.

= = =Unit 1 – We started approximately midway through Chapter 3 of McGraw Hill= =//Focus: Related Facts, Missing Number, Addition/Subtraction//= === Groupings were based on anecdotal observations and assessments done over the first several weeks of school. During the 2011-2012 school year, we had two second graders whose math skills and experience placed them well above the other second grade children. As a result, what looks like 3 groups below is actually 4: one below grade level, one very much above grade level, and two groups that ranged from grade level to just above. Our two high fliers were not working alone; we did have them working with students who were ready for a push. It may have been just a bit too much for them. :-) ===

|| ===Journal:===
 * = Low = || = Grade Level + Above = || = Very High = ||
 * ===Journal:===

Teacher:
|| ===Journal:===

Project:
||

= Games =

=Unit 2 – Chapter Four= =//Focus: Fact Families, Doubles, Doubles +1, Doubles -1//=

We kept the groupings basically consistent with this concept, as there was such much overlap with the concepts. This proved to be exactly the right strategy to use.

 * = Low = || = Grade Level + Above = || = Very High = ||
 * ===Journal:===

Teacher:
|| ===Journal:===

Teacher:
|| Continued with previous journal and previous project ||

= SmartBoard Lessons - Fact Families =

= SmartBoard Lesson - Doubles, Doubles +1 =

= Game - Fact Family = [|Find the Fact Family]

=Unit 3 – Chapters Five and Six= =//Focus: Place Value, Tens and Ones, Comparing Numbers//= === The range of skills and accuracy definitely narrowed for this concept. The groupings were basically the same to a kid, but the lows were not nearly so low. We introduced the very high group to decimals, which for some was just beyond their comfort zone, and for others was clearly beyond their reach. ===


 * = Low = || = Grade Level + Above = || = Very High = ||
 * ===Teacher:===

Activity:
|| ===Teacher:===

Activity:
|| ===Watched BrainPop decimals video===

Activity:
||

= Games: = [|Place Value File Folder Game]

=Unit 4 – Chapter Seven= =//Focus: Money//= === Our money study was divided into two parts: the first part was focused on skills (coin/dollar identification, making equal amounts, making change, etc.) Groupings were determined by pre-assessment. The second part was a whole-group activity that we called the 2B and 2C toy catalog. After creating the catalog, we placed the kids in cooperative groups with members of diverse skills levels, and had them 'shop' the toy catalog. This was a VERY enjoyable activity, with fantastic opportunities for application of skills and cooperative learning. ===

|| ===Story Problems - some are pretty hard:===
 * = Low = || = Grade Level + Above = || = Very High = ||
 * ===McGraw-Hill pages if needed:===

McGraw-Hill pages if needed:
|| ===Problem Solving:=== ||

= = ||
 * = Games = ||
 * [[file:Game Trading Up.pdf]] ||
 * [[file:Game Clearn Up the Money.pdf]] ||
 * = Toy Catalog and Shopping = ||
 * ===Below are sample pages from last year's catalog, as well as the packet the kids worked on in small groups. The guidelines for the toy catalog were as follows: each student created their own catalog page, and they were to select 7 different (?) items for their page. Things like toys, games, art supplies, books, etc. were fine to use. Students also came up with prices for their items, though we limited the price to a specific dollar amount (can't remember, but it should be clear in the examples) due to the fact that they would be doing quite a bit of problem solving with their catalog selections. We were striving for variety in terms of items, as well as price points. After selecting items and checking in with a teacher, they illustrated their pages. Pages were put together into a 'catalog,' and then we put children in multi-level groups to go shopping. This project does take a bit of time, but it's a great activity for December!===

=Unit 5 – Chapters Eight thru Ten= =//Focus: Time and Calendar//= ===** Note - For this particular unit, we fell into two groups: those who were comfortable and accurate telling time, and those who could not do it. Based on a pre-assessments, we made the decision to work in two groups. One worked on the basics of telling time, while another worked on application of time skills, word problems, and problem solving. **===


 * = Working on Telling Time = || = Already Able to Tell Time = ||
 * || ===Reading Clock, writing time:===

Problem Solving (very hard):
||

=Unit 6 - Chapter 11 (and a bit of 27)= =//Focus: Graphing, with short bit on Median, Mode, Range//= === NOTE: This was basically a whole-group experience, with a small group of children at first spending a few days on some basic graphing skills and reading practice before joining the weather project. Please read the Introduction first. ===


 * = Minnesota Weather Data Graphing Project = ||
 * ===Introduction - Read first===

Graph Paper
(use blank paper for daylight hours and temperatures - fill in units on own.)

Websites to Use:
[|Minnesota Climatology Working Group] [|National Climatic Data Center] ||

=Unit 7 - Chapters 13-14,23 and 28= =//Focus: Addition with Regrouping, or Multiplication for those who are fluent with regrouping, based on pre-assessment//= === Based on our pre-assessment, we had 4 groups offor this study: 3 for addition with regrouping, and 1 that worked on multiplication. The multiplication group had 9 children, and within that group, we had 2 who were quite familiar and adept with multiplication concepts, and 7 who were at more of a beginning level. ===


 * = Addition = ||  ||   ||   ||
 * = Low = || = Grade Level = || = High = || = All = ||
 * ||  || ===Review of addition strategies, then===

Missing Number (hard)
|| ||


 * = Multiplication = ||
 * ===Beginning and Advanced=== ||
 * See Grade 2, Unit 11, Multiplication and Division ||

=Unit 8 - Chapters 15-16,24 and 28= =//Focus: Subtraction with Regrouping, or Division for those who need it based on pre-assessment//= === According to our pre-assessments, all of our students needed some review/support with subtraction, and so we did not do it at this point. Resources that we used later in the year can be found in Grade 2, Unit 11 Multiplication and Division ===

=== By the time we started this unit, our particularly experienced mathematicians had displayed computation and conceptual skills that made differentiation quite difficult. We were not differentiating for them, as much as we were teaching an entirely separate curriculum. The school made the decision to have them work with another adult. As a result, it narrowed the range of children we were working with, and made for smoother transition between groups - there was much more back-and-forth between the 'grade level' and 'high' group after that change was made. ===


 * = Low = || = Grade Level = || = High = ||
 * ||  || ===2-Digit review with Teacher:===

Game:
||

=Unit 9 - Chapter 25= =//Focus: Fractions//= === Fractions was a unit that, based on pre-assessments, divided the class into two groups. One who already understood the concept, and another group who needed some initial support. That group wasn't necessarily 'low', just inexperienced. ===


 * = Inexperienced = || = Experienced = ||
 * ===We started the unit with a review of===

Journal:
||  ||

=Unit 10 - Chapters 19 and 20= =//Focus: Geometry and Spatial Awareness//= === This was another unit that had us working with two different groups based on pre-assessments. The first group was immersed in introduction-level activities, while the other group was comfortably working on application-based activities. ===

Tech resources were definitely used during this unit, but electronic files have been misplaced. A search of the Smart Exchange as well as general web searching will result in good resources.

 * = Shapes = ||  ||
 * = Introductory Group = || = Application Group = ||
 * ===SmartBoard Lessons:===

3D Shape Attributes Activity:
||  ||


 * = Spatial Awareness = ||  ||
 * = Introductory Group = || = Application Group = ||
 * ===Congruence:===

[[file:Area and Perimeter Center.pdf]]
||  ||

= Task Cards = Regi and Alisa had an extensive group of Geometry/Shapes task cards that were very appropriate to use with this grade level. We used them with generic game boards, as well as for partner 'quizzing' in a center context. See Regi for that resource.

=Unit 11 - Chapter 28= =//Focus: Multiplication and Division//= === We divided the class into two groups, those who had had previous multiplication experience earlier in the year, and those who did not. Differentiation occurred within those two groups, as well. We also moved at least one student to the new to multiplying group after pre-assessment, as well as anecdotal observations that things were not coming so smoothly for him. ===

=== It is also worth noting that this unit occurred at the end of the year, and we found that paper-and-pencil work was not very productive. We stayed focused on experiential, hands-on, interactive activities and games. ===


 * = New to Multiplying = || = Experienced with Multiplying = ||
 * || ===Concepts made sure to cover:===

Multiples
Activity [|Description]

Arrays
[|Making Arrays]

Games
[|Racing Rectangles] [|Circle and Stars] by Marilyn Burns

in fact we only used it with two students)
|| = =
 * = New to Division = || = Experienced with Division = ||
 * || ===Our work with division was all about exploring the relationship===

|| = = = Task Cards that include Multiplication and Division together: =

= Thinking Blocks Website: = Super problem solving [|resource]