[luv grade 1]

Does anyone have an idea how to organize a 45 minute math period in first grade that helps the child who barely knows numbers and the child who can multiply? I have no problem differentiating in Reading, but math always seems the challenge. How do I cover everything but challenge those students who need it as well? I teach Everyday Math. Open to ideas.

[NewTeacher1st]

I teach math in centers. I have an hour for math... I spend about 15 minutes in whole group- reviewing or introducing a new topic then we switch to math centers. I have a computer group who works on a math facts program, a indendent-hands-on center which i can differentiate (this is usually a review skill or the skill we are working on if I feel the can work independently with it)... and then a teacher center where again I have the oppurtunity to teach to different levels with the skill we are working on... or different skills depending on the level of groups. Some groups move on while others continue until the skill is mastered.

Works for me!

[luv grade 1]

Wondering, with the group that needs more help, do you ever have trouble completing the curriculum with that group if you spend longer with the lessons? Also, how big are your groups? The computer would be a great option but I only have three in my room. Do you partner them?

[NewTeacher1st]

My groups have 6 students each (3 groups) .. I do have 6 computers but if I only had three I would partner them or for 1/2 the time have them practice flash cards math facts then switch with their computer partner.

I have not yet had trouble finishing the curriculum with the low group. Our standards in our district changed about 2 years ago and they took out money and time for first grade so our curriculum is very stretched out now. I don't actually move on to new skills with my higher groups i just add more challenging curriculum (journaling, projects, etc)
Also by being able to teach in small groups and to their level... it has been my experience that they learn quicker than being lost and/or bored in a whole group where parts of the lesson are either above or below their level. Sometimes, as you know, once you have lost them it is impossible to get them back!

I also switch my math groups often.. depending on the skill. Some students may not be able to add and therefore be in my low group but they may have a really good understanding of measurement so for that unit they would move to my high group...

I hope this makes sense... it has really worked for me.
If you have more questions you can PM if you would like!


Laura

[must_b_crazy]

I do not do whole group at all. I have WAY too many needs in my room. I do a 60 minute block, with 4 rotations (me, file folder games, independent work, and centers) There are 4 kids in a group (with similar needs) and they stay at each for 15 minutes. I do 2 centers a day, with 2 kids at each for about 7 minutes, then they switch for another 7 minutes ( but you could easily do just one center) I do 2, because it breaks my kids into smaller groups, which means less talking and messing around. File folder games, all 4 go to, and are only skills that we have worked with so far. They are not allowed to talk to each other. When they come to me, I work on whatever skill I am teaching which lately is subtraction. This way I can go slower or faster depending on their understanding. I can really challenge my high group and slow down and be more repetitive with my low group. After me they go to their seats for independent work, which is a practice book page from our book, or some kind of assessment. This has brought my stress levels down GREATLY!! I tried to attach my lesson plans, but its telling me invalid file, so if want them PM me your email address and I will send them.