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How to make CGI and AVMR work in your classroom

How to make CGI and AVMR work in your classroom. Nikkie Duin. Introductions. Name, what you teach, where you are from. Stand up and make a AVMR spectrum line of understanding and use of AVMR. Fundamental Principles of CGI:.

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How to make CGI and AVMR work in your classroom

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  1. How to make CGI and AVMR work in your classroom Nikkie Duin

  2. Introductions • Name, what you teach, where you are from. • Stand up and make a AVMR spectrum line of understanding and use of AVMR.

  3. Fundamental Principles of CGI: • teachers developing a basis for understanding and building on their students’ mathematical thinking • teachers learn from listening to their students and have the students share their understanding and process with the class • teachers need to be ready and able to differentiate to each individual student and his/her thinking to teach at appropriate levels of understanding  

  4. “By understanding how the child is thinking, I’m able to see where they are, what level they’re at, and what kinds of things I want to give them to move on to.”  - Michelle Garden, a teacher who uses CGI • Children are to become independent problem solvers without needing to rely on teachers telling them what to do at every step.

  5. Children Learn Problem Solving Three Ways: 1. Using modeling strategies Kelsey had 7 cookies. Tanya gave her 6 more. How many cookies does Kelsey have now? Thinking: Kelsey had 7 cookies…one, two, three, four, five, six, seven.  (Child sets out 7 counters.)  Tanya gave her six more...one, two, three, four, five, six.  (Child sets out 6 counters, then pushes both sets together and counts all.)  She has thirteen cookies.

  6. 2. Counting on or counting back strategies Kelsey had 7 cookies. Tanya gave her 6 more. How many cookies does Kelsey have now? Thinking: I don’t have to count the seven again.  I just have to add six to it.  I say, eight, nine, ten, eleven, twelve, thirteen.  (Child holds up a finger with each count.)  I have thirteen.

  7. 3. Number facts Kelsey had 7 cookies. Tanya gave her 6 more. How many cookies does Kelsey have now? Thinking: I know that six and six is ten.  I took one from the seven to make six so I have to add one back on.  It’s thirteen.

  8. How do you get students to number facts and more effective strategies? • Using AVMR!!! • Math Recovery is a program designed to help insure that all students will be successful in mathematics. We know that when students first begin school there are already vast differences in their number knowledge. Some students have not acquired the informal background knowledge needed to be successful in the more formal school mathematics.

  9. Math Recovery has its focus in the number operation and concept strand of mathematics and its emphasis on assessment and intervention. The instructional strategies include the following key topic: Forward and Backward Number Word Sequences • verbal ability with number words • counting forward and backward • counting on or back from a given number • skip counting (counting by 2's, 5's, and 10's)

  10. Numeral Identification • Reading numerals • Writing numerals Structuring • Recognizing and using spatial patterns (such as dice, dominos, and finger patterns) • Relating quantity to numerals and verbal counting words

  11. Addition and Subtraction • Focusing on concepts and the development of strategies rather than mere memorization of number facts • Tens and Ones • Beginnings and basics of the place value system with knowledge of two digit numerals as related to quantity.

  12. Questions and Tools do the Teaching

  13. How does this work? Kindergarten Example: - Warm-up activity for 15 minutes • Guided Math Groups – Students are working on Daily Math activities (Math binder, math work totes, computer games, or partner games). • Story Problems – Students are presented with two story problems. They are given manipulatives, paper, and marker to solve the problems. 2/3rd Grade Example: • Warm-up activity and description of independent task for 15-20 minutes • Guided Math Groups – Students are working on their independent work. When finished they go to next assigned tasks. These tasks are assigned by the teacher on a chart. • When students are finished with teacher assigned tasks student can play choice games. • Story Problems – Students bring story problem work to the floor for sharing and discussion.

  14. Resources • Instructional Resources • Solon Schools Resources • Math Recovery and AVMR Books • Mrs. Nundahl's Resources • Ms. Anderson's Resources • Kentucky Numeracy Project

  15. Questions?

  16. Contact Information • Nikkie.Duin@k12.sd.us • Roxie.Ahlbrecht@gmail.com

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