Question Detail

Essential Components of Math Instruction?

May 29, 2013 10:28am

I am curious as to what components/strategies you ALWAYS include during your math instructional period? To translate it to practicality, what does your daily math schedule look like? I am struggling to make my math instruction more effective within the time constraints (60 minutes) of a school day.

  • Math
  • 3-5
  • Planning


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    • Jun 4, 2013 3:56pm

      Yep, warm-up is very important to me followed by instruction which includes review, acquisition of new lesson, correction of any work as a class discussion, guided practice either in teams or individual tasks, and then time for independent work, and I can never get to do any wrap-up which may include review of the lesson learned and/or a quick check that students achieved the learning objective. This is just a general idea of how my students use 49-minute period for math.

      • Jun 9, 2013 8:28am

        I, too, work with students with learning challenges. I have their math lessons on Powperpoint. The first slide is always the vocabulary words for the chapter. I review vocabulary daily with what terms or skill they learned. I review previous instruction through the slides. With new instruction, I call one student to the board to complete a math problem, the other students are working in their copy book. I end the class with "What did you learn today," I don't know is not an acceptable answer!

        • Jun 25, 2013 2:16pm

          I do have a basic structure to Math class every day. As a warm-up, I use a series called Daily Math, which is grade-specific and includes 5 problems for students to work each day. Problems spiral and include a daily word problem. I really like using this series for warm-ups, because we are always reviewing concepts we've already learned. Students work in pairs, stronger students with not-so-strong. We also work on math fluency facts 3 times per week for 4 minutes. Students work their way through levels of mult., div., and finally reducing fractions and converting fractions to percentages (I teach a 4/5 loop). I allow about 20 minutes for all of this, then do a new concept lesson for about 20-25 minutes, which often involves a game or activity that facilitates understanding of whatever we are working on. Finally, we spend the last 15-20 minutes working on an assignment or project, with the stronger students working independently and I assist those that need support.