THE TEXTBOOK.
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Every school I have taught at, uses Nelson Mathematics at the elementary level. Nelson provides a textbook, a student workbook, lesson plans, chapters tests, and an answer booklet for each grade.
We study textbook lessons as a class but students complete chapter questions in pairs. At the beginning of each chapter, there's a "Do You Remember" section which I use as a pre-test. This pre-test reveals what students' strengths and weaknesses are on the subject. Towards the end of the chapter, students redo the pretest to see their progress. I normally use the workbook for homework; however, I have used it in the past for independent in-class work as well. The chapter tests provided are excellent summative assessments. There are additional resources available on the Nelson website. Simply choose your your grade under the "Nelson Mathematics K-8" heading. I use the "Try It Out" online activities (click on Teacher Centre then Try It Out) during Math Centers. I create a QR Code to the exact lesson I want them to work on or I create a shortened URL link so students can type it in as a website address on the desktops/laptops. Regardless of the grade you teach, all Nelson mathematics textbooks follow the same chapter sequence. Therefore, all students cover the same topics and each year build upon what they have previously learnt. Some teachers begin the school year at chapter 1 and continue in increasing order. I do things a little differently. Here's the order in which I teach the chapters:
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the introduction.
To get students excited about a new unit, I do an art activity or a puzzle with the class. Last year, I purchased How To Be A Math Genius: Your Brilliant Brain And How to Train It by Dr. Mike Goldsmith. This brilliant book is my greatest resource when creating an exciting introductory activity.
Below is an example of an art activity I did on the topic of fractions. Students coloured flower petals then assembled a flower. At the centre of their flower was a description of its petals using fractions. I used the bulletin board outside of my classroom to demonstrate what we were learning inside the classroom. |
projects.
I believe math is about more than answering questions and passing tests. It's about learning the skills necessary to function in the real-world. To emphasize the importance of math, I engage my students in real-world problems and challenges which require math skills to solve. Students are regularly given application problems which test a single skill wherein the student must analyze the problem, choose the appropriate procedure, apply the skill then justify their findings. I also assign situational problems which tend to be longer in length and involve multiple steps. Situational problems are graded on the student's understanding of the problem, the mobilization of concepts and processes and their ability to explain key elements.
progress charts.
Tracking success leads to more success. Tracking failure shows where we need to improve.
Students track their individual SMART goals and progress in a duotang. We primarily track our quiz and test scores. At the beginning of the year, we track our successes and goals as a class; I designate 5 minutes to ensure everyone is completing the tables appropriately. As the year progresses, the students are responsible for the tracking on their own. I further demonstrate the importance of goal setting by displaying our class SMART goals. For example, 80% of students will get 75% or higher on their unit 1 math test.
To view the resources I use to create and implement progress charts, please visit my Language Arts tab above.
Students track their individual SMART goals and progress in a duotang. We primarily track our quiz and test scores. At the beginning of the year, we track our successes and goals as a class; I designate 5 minutes to ensure everyone is completing the tables appropriately. As the year progresses, the students are responsible for the tracking on their own. I further demonstrate the importance of goal setting by displaying our class SMART goals. For example, 80% of students will get 75% or higher on their unit 1 math test.
To view the resources I use to create and implement progress charts, please visit my Language Arts tab above.
Daily 5 Math centers
Math Daily 5 is similar in setup to the well known Language Arts Daily 5. I do a variety of centers, depending on the grade I teach and the technological resources available. Here are some examples: Problem Solving (textbook questions), Journals (interactive notebook), Fact Fluency (addition, subtraction, multiplication, division), Technology, Math Games (related to the unit we are studying) and Teacher Time (small group instruction, revision). Students rotate through the centers after whole group instruction.
I once taught a multi-level class wherein I had 8 students (yes, you read that correctly). I had 2 students in grade 2 and grade 3 respectively, 3 students in grade 5 and 1 student in grade 6. Needless to say, I relied on math centers a lot! While I was teaching a new math concept to my grade 5 and 6 students, my grade 2s and 3s where busy with centers. I essentially divided my class into 2 sections: lower and upper elementary to make my life easier. For example, I would say: "Today I am working with the big kids at my kidney-shaped table".
When teaching one grade level with a 'normal' class size, I divide my students into groups by skill level. I typically create 4 or 5 groups, depending on class size, and each group either have a colour, shape or mascot to represent them. I create two rotation sets - one for Language Arts and another for Math.
I once taught a multi-level class wherein I had 8 students (yes, you read that correctly). I had 2 students in grade 2 and grade 3 respectively, 3 students in grade 5 and 1 student in grade 6. Needless to say, I relied on math centers a lot! While I was teaching a new math concept to my grade 5 and 6 students, my grade 2s and 3s where busy with centers. I essentially divided my class into 2 sections: lower and upper elementary to make my life easier. For example, I would say: "Today I am working with the big kids at my kidney-shaped table".
When teaching one grade level with a 'normal' class size, I divide my students into groups by skill level. I typically create 4 or 5 groups, depending on class size, and each group either have a colour, shape or mascot to represent them. I create two rotation sets - one for Language Arts and another for Math.