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Understanding Regrouping

Understanding Regrouping. Dr. Melinda Cuddy Lauren Falsetti Christina Magnuson Nancy Sarkees Friday, October 1, 2010. Niagara Street Elementary. Three 2 nd grade classes One self-contained intermediate class with students working at 2 nd grade math skills

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Understanding Regrouping

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  1. Understanding Regrouping Dr. Melinda Cuddy Lauren Falsetti Christina Magnuson Nancy Sarkees Friday, October 1, 2010

  2. Niagara Street Elementary • Three 2nd grade classes • One self-contained intermediate class with students working at 2nd grade math skills • One Buffalo State candidate assigned to each class • One Instructional Math Coach • One Consultant Teacher

  3. Goals • Increase the students understanding of the math vocabulary associated with regrouping • Improve their math fluency • Develop and successfully complete the process of regrouping • Enhance the students understanding of regrouping through class books

  4. Materials Used • Various children’s books • Flash cards • Bingo games • Dry erase boards and markers • Addition/Subtraction center game • Computers/websites • Math workbooks • Flip cameras

  5. The Teacher Candidate’s Role • Assisted in lessons taught • Created and implemented several lessons related to topic • Participated in the assessment of students • Worked with students one on one • Checking fluency with flash cards • Reinforced concepts • Read and helped create word problems • Used manipulatives to deepen students’ understanding of concepts

  6. A Look at Special Education… • Self-Contained Classroom (15:1) • Consisted of 3rd, 4th, and 5th grade students • Stations were used: Smart board Station (Teacher taught math lesson based on the curriculum), Computer Station (math websites to enhance lesson taught), Fluency Station/2nd grade math skills (Buffalo State candidate incorporated literature and manipulatives)

  7. A Look at Special Education… • With the teacher candidate in the room it helped to enhance students learning (Flexible grouping) • Manipulatives (understand the abstract concepts) • Technology (Increase academic motivation) • Literature (Different perspective) • Authentic tasks (Concept of money) Interactive Learning!!!

  8. Student Outcomes • Students were given timed tests for addition and subtraction to check for fluency. • They created story problems and wrote in journals to demonstrate their knowledge of math vocabulary used. • Worked in groups to create a video book for addition and subtraction. • Used lessons and activities to help improve scores on 30 week local math assessment.

  9. Weather Machine • Part of the grant funds were used to help pay to have Andy Parker bring his Weather Machine to Niagara Street School in May 2010. The 2nd grade students then wrote weather related addition and subtraction problems.

  10. Websites Used • http://www.primarygames.co.uk/pg2/splat/splatsq100.html • http://www.abc.net.au/countusin/games/game7.htm • http://oswego.org/ocsd-web/games/mathmagician/maths1.html • http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 • http://www.dositey.com/2008/addsub/as85/add3r.htm • http://www.softschools.com/math/games/fishing_add.jsp • All are available on my website: nylearns.org/nsarkees

  11. Literature Used • The Action of Subtraction by Brian P. Cleary • The Mission of Addition by Brian P. Cleary • Mission Addition by Loreen Leedy • Subtraction Action by Loreen Leedy • Mall Mania by Stuart J. Murphy • Shark Swimathon by Stuart J. Murphy • Panda Math by Ann Whitehead Nagda • The Tour de France by Joseph A. Saviola

  12. Video Books • Each class was responsible for creating a video tutorial book • The purpose of these books were to: *to demonstrate students knowledge of regrouping by creating the book *give future classes a peer created resource to help them understand the concept • Samples can be found on www.nylearns.org/nsarkees

  13. Assessment • Students were given timed tests to check for addition and subtraction fluency throughout the marking period. The students that needed extra practice or redirection were given extra help through individualized or small group instruction. By the end of the 30 week marking period, the students improved their fluency anywhere from 5 to 15%. • The students were also given the district’s 30 Week Math Test. Out of the 21 students who took the test: 10 scored 90% or above 7 scored 80% or above 2 scored 70% or above 2 scored 66% or above Not one student failed the assessment.

  14. What’s Next? • Continue to use websites and SMART Board activities to make math more interactive. • Develop more center games to help reinforce math skills taught. • Enhance lessons by adding more math related literature to the classroom. • Create other computer books to demonstrate knowledge of math concepts. • Use flip cameras to create peer tutorials.

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