Something about this too, for next year. He said that he wants us to have 60 min uninterrupted math and then 30 min math intervention groups where students would then group up and travel to their leveled group. I have no idea how this would work but I would probably model it off of what I am currently doing in daily 5 for reading
But our schedule is changing next year and our math time is getting cut down. I really want to implement math centers and small groups consistently, but it's just not going to happen every day. I would do a whole group lesson, small group rotations, and then a closing with that amount of time - that would easily fill 90 minutes!
I really don't know if we do have enough time! I'm wondering what we might have to give up in our schedules to fit in more math time. I do some small group work and stations now, so I will definitely be doing more of that.
We have a 90 minute math block. I still run out of time. We use Everyday Math and there are lots of games and a lot of partner/small group work. I also do interventions while kids are playing review games.
I think our Language Arts time and Science and Social Studies get the shaft, though. We also have a 90 minute Reading block that is state mandated. So, no spelling, language, or anything unrelated got reading during that time - no grammar either. It can be hard to fit it all in. I really notice that their writing is not as strong as I'd like it to be.
whole class mini lesson and then use the hour to have the children at centers while you pull leveled groups. The centers should be practicing what they have all ready been taught so that the children can work independently. Lucky you!
want to incorporate math journals so they write and illustrate their thinking and problem solving. That also gets in a bit of writing endurance training.
A few times a month, I had my students write and illustrate problems for each other on a folded single sheet. The cover was "Written and Illustrated by ___________" Inside they set out the problem often related to a Workjobs or Box It and Bag It problem. The answer was on the back cover. Peers could take the problem, solve it on a white board, and check the back for the answer.
You might want to check the work of both Marilyn Burns and Kathy Richardson for some supplemental work in multiple areas that is grade specific.
I have a 90 minute math block now. I do calendar (15 minutes), a mini-lesson (10-15 minutes & also includes quick description of group activities), and then an hour of small groups (15-20 minutes each). It is awesome!
I have the students prepare their math jobs after they back from recess at 10:25. They are ready at about 10:40. They each present their job and I teach the first focus lesson, by about 11:05 they make their math choices. They can choose: Math by Yourself and I have introduced many games throughout the year and they each have all of the necessary accessories in their math binder (game boards, game pieces, dice, dry erase marker and felt square eraser), or they can choose math with someone, using different game boards in their binder or materials in math bins. The third option is workbook, 4th is computer, or they are in my math group for that round. I only have 2 rounds of about 15 minutes each with a second focus lesson in between. I would love to have 3 rounds of 20 minutes each but I only have 90 minutes. At about 11:45 they clean up, wash up and prepare for lunch at 11:55. It goes by very quickly and they are all engaged. It took intensive work to get there at the beginning of the year and I have a particularly difficult group of first graders this year, but it is lovely now.