![]() Doughty’s way to their notebooks to compare their answer to mine for similarities and differences. (These are strategies I have added on my own that are not provided in the teacher instruction.) The curriculum encourages a process called RDW in answering and modeling these problems (Read, Draw, Write- Equation, Sentences). After an allotted amount of time, students begin to share their answers and we collect student responses at the board to analyze the various responses and tally how many students produced each different answer. In my classroom, we have math notebooks for each one of these problems- students are encouraged to first attempt solving the problem on his or her own. In addition, application work is provided each day through word problems. I approach this learning time with a “teaching up” mentality and the students really embrace working with one another. The text doesn’t specify how to differentiate for the needs of your various learners, but I have grouped my students so that they have student coaches scattered throughout the room. This is a time that I have really encouraged team work within my classroom. He creates covers of many popular songs the children are familiar with to incorporate counting by 3’s, 4’s, 6’s, and so on.Įach day also provides conceptual learning time for students to dig deeper into the standard we are studying. DeMaio (like this one – a cover of “Uptown Funk” to help practice the 3 times tables) that have helped to pump up the engagement level of this fluency time. I found several teacher-created videos by Mr. In my classroom, we have added some “Count By” songs to this fluency time, as well. ![]() A lot of review is hit in the fluency lessons, allowing confidence to build over time. This is a regular routine for the students and they become accustomed to this practice – building fluency became a regular part of each day. For example, I appreciate the daily fluency lessons that are built in at the beginning of each day. The modules are tagged to the grade-level standards taught in each lesson, so I’m quickly able to see the focus areas. I also see the elements of Rigor outlined within each lesson. There definitely is more focus within the standards, and this is reflected in the Eureka curriculum with more time devoted to the Major Work of the Grade. Now that I’m at the end of year one, here’s what I’ve noticed about the curriculum and some of the unique activities my colleagues and I have done to make the program work for our students. We discussed whether or not we should roll it out slowly, starting with primary grades and then expanding to intermediate in the subsequent years the staff ultimately decided, however, to dive straight into learning what this curriculum had to offer. This is year one for implementing Eureka Math at my school - Whitesville Elementary. She will transition into the role of instructional coach this upcoming school year. ![]() Jessica Doughty teaches at a Title One, rural school in Daviess County, Kentucky with 52% of the students receiving free breakfast and lunch.
0 Comments
Leave a Reply. |