# Archive for July, 2012

## A Fantastic Co-teaching Resource!

Sonya Kunkel – www.kunkelconsultingservices.com

Hello Dr. Nicki Fans!

Co-teaching can be one of the best uses of human resources if the practice is well-considered.

In mathematics, students that struggle with learning often need to follow the CRA sequence to create enduring understanding of math concepts – begin with the **Concrete**, move to** Representational** examples, and then incorporate the **Abstract** application. To embed this in math instruction, co-teaching offers us an opportunity to differentiate instruction to shape this instructional sequence. For example:

Two teachers can employ a strategy that I call: “flip/flop switch.” Students are divided into two homogeneous groups based on a formative pre-assessment.

During a 40 minute lesson block in a classroom of 24 students, 12 or so of the more capable students work as a group in one part of the room with the general education teacher learning the new lesson for the first 20 minutes. The general education teacher begins teaching with concrete manipulatives (concrete) and no paper. Next the general education teacher has pairs practice with the manipulatives and the students draw their answers from the manipulatives (example: using shapes to represent numbers- representational). Pairs report out and then students learn and practice with number sentences (abstract) as presented by the teacher through instructional discovery. Group A

At the same time, in the same room, the specialist teacher works with the students that did not score well on the pre-test and “pre-teaches” the same skill above. This teacher sticks to concrete and representational activities. The specialist teacher instructs the underlying concepts to the lesson above (basically- pre-teaches the lesson and or needed skills associated with the lesson with concrete and representational means only). Group B

After 20 minutes, the groups switch. The general education teacher now provides Group B with the same lesson (perhaps with some differentiation) as Group A received. Group B enters the lesson with background knowledge and practice. Some examples are eliminated or extended as needed. The teacher follows the same CRA sequence and provides students with extra practice with the abstract version of the work.

The specialist teacher provides Group A with an enrichment exercise. The teacher reviews the lesson using the CRA sequence and asks students to write about the CRA relationship in application activities.

Co-teaching requires co-planning**. Plan for small group instruction in your co-teaching classroom**. Use flexible grouping practices that incorporate various assessments and learning style considerations. See my book*: Advancing Co-teaching Practices: Strategies for Success*, on Amazon.com for many more ideas.

Happy Mathing!

Sonya Kunkel, Ed.S.

“Alone we can do so little, together we can do so much.” Helen Keller

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## Back to School Math: Great Center Idea

Here is a great back to school by the numbers idea!

Happy Mathing,

Dr. Nicki

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## What do students do, when they don’t know what to do?

What do students in your class do when they don’t know what to do? Here is a great idea where students have a space to go and write a note to the teacher.

Happy Mathinkg,

Dr Nicki

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## Modeling Multiplication: A Great Article

Here is a great resource to discuss with your grade level if you are teaching or reviewing multiplication. It thoroughly explains modeling multiplication which is a big emphasis in the CCSS.

Happy Mathing,

Dr. Nicki

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## New Resource For Teachers of ELL Students

## by Tricia Gallagher-Geurtsen, Ed.D.

Coordinator, Weber State University/Granite School District ESL Endorsement

www.everydayell.com

www.cuttingedgeeducation.com

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## Multiplication Kaboom!

Have the students pull a tongue depressor from the cup. They have to say the fact on it. If they can, they get those points. When they pull Kaboom plus 10 they get 10 more points. Whoever has the most points at the end of 5 rounds wins that game. Students just play until it is time to move on to the next center. Students love this game!

Be sure to play this in guided math groups and note the fluency levels of your students. Also, have students practice this in math centers!

Happy Mathing,

Dr. Nicki

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## Fluency Practice: What do you do with those cards anyway?

I love this idea! Have students have **their own practice folders with the cards sorted into “facts I know” and “facts I need to know**.” It helps them to focus and plan. It also helps them to practice with purpose! They can spend part of the time reviewing what they know and then the other part of the time practicing the facts that they need to know! Be sure to do this with addition, subtraction, multiplication and division facts.

Have the students practice in math centers. Also, do this in a guided math group and watch the students practice. Do they really know all the facts that they say the know?

Happy Mathing,

Dr. Nicki

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## 3 Great Guided Math and Multiplication Center Activities!

Here are 3 Great Guided math and Multiplication Center Activities that you absolutely should do with your students. In a guided math group you can facilitate a discussion around the activities and notice where their mathematical thinking is at the time. Take notes to remind yourself. In Math Centers, students should be building on their conceptual understanding, practicing for procedural fluency, working on a variety of strategies, talking, discussing, defending and challenging each others’ mathematical thinking and all the while building up their own mathematical confidence!

1. Power Towers! A must…Students love this game (I wrote about Power Towers in a different post).

2. Roll a Fact! Have lots of colored pencils:)

3. Show Me The Fact! – This is a great center activity. They can do this alone, with partners or in a group on a big poster! I would have them illustrate at least 3-5 facts at a time.

Happy Mathing,

Dr. Nicki

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## A Multiplication Fluency Activity

Here is a great idea for tracking fluency. Have the students keep track using ice cream cones! You can either buy the package or make your own! Check it out. Whatever you do, please find some way so that students have a motivation and a self-tracking system to learn their tables …not just memorize them but be flexible with thinking about them in terms of strategies.

Happy Mathing,

Dr. Nicki

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## Problem Solving Resource Kit: Great for Guided Math Activities and Math Centers

Here is a fantastic math problem solving resource. Ashleigh is the best! This is a problem solving kit in color that give students the opportunity to play with numbers, scenarios and writing story problems. It is FREE!!!! YEAH! We Love Free Stuff! Check it out!

Happy Mathing,

Dr. Nicki

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