Re: Sharing some successes

Posted by Kathy on 10/20/07

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Thanks for the great post. I just learned on Thursday that
I will be changing from a straight fourth to a 3/4 combo. I
would love to ask you other questions if you would be
willing! This is my 21st year of teaching at this school
and I've done combos in the distant past.
I am printing what you wrote. We use Investigations and
H.M. Reading.
Thanks again,
Kathy


On 9/17/07, 3/4 class wrote:
> I thought I would share this in hopes that it would be
> helpful to others...
>
> I have had a hard time teaching math through the years.
> Sometimes I have tried to teach to the middle of the road,
> then give kids work at a higher or lower level to meet
> their needs. Other times, I have done most of my math
> through centers and whole group "projects." I have also
> done "packets" and then worked with kids on a more
> one-on-one basis, alternating that practice with our
> curriculum (TERC Investigations.)
>
> So-- my new plan is in effect and it worked SO well. I am
> doing guided math groups. I am calling the groups "math
> partnerships" and am not labeling the groups in any way. I
> have mixed grades in both groups.
>
> Here is an example of what we have done:
>
> I started out with a whole class unit on data (surveys) and
> fractions. (4th grade unit.) The kids are working in groups
> to do surveys and when the data is collected, will make
> graphs and pie charts, labeling the fractional parts, and
> for those ready, percentages and decimals. We are in the
> middle of this project, while the kids continue to gather
> their data. The younger kids or those who are not ready for
> decimals and percents, will work on adding numbers up that
> equal 100 as part of their math work with the surveys, as
> well as writing fractions, etc.
>
> I have 3 small groups. One group is doing work from the
> Marilyn Burns book Fractions for 4-5th grade, from her
> arithmatic series. I am using this in conjunction with the
> other curriculum, because I know they will use the 5th
> grade book next year, and they are already beyond the 4th
> grade book.
>
> The other groups are doing the 3rd grade fractions unit.
> Right now the two groups are working as one, but soon will
> probably seperate as some students progress quickly in
> their understanding and can do more complex work.
>
> I met with the highest group first, because the first
> lesson introduced a game. Then they played the game while I
> met with the other group. The other group played a game I
> taught them already while they waited. They worked very
> well together. I was able to do both lessons, and the games
> in less than an hour.
>
> We warmed up playing a game from the curriculum whole
> class. I have been alternating the whole class project with
> the small groups. The whole class project has kids working
> in small groups with both grades and all ablities in each
> group.
>
> I spent 5 days teaching the routines, and some preliminary
> fraction games for them to play while not with me. During
> those 5 days they also worked on the survey project for
> half of each math period. The year has just begun, but
> after 5 years of teaching multi-age, I finally feel I have
> a system in place. I had kept trying to differentiate with
> one curriculum level, and it never worked. I hope hearing
> this will be of help to some of you later!
>
> Anyway, I know teaching in a split or multi-age class can
> be very challenging so thought I would share how I have
> been able to work this out.

Posts on this thread, including this one

• Sharing some successes, 9/17/07, by 3/4 class.
• Re: Sharing some successes, 10/20/07, by Kathy.