![]() Some learners may only be able to complete the front side, others may be ready for the back side and the last few challenging problems. The same can be done with the homework piece. ![]() I’ve already mentioned that the problem sets can be differentiated. Some of those skipped lessons would make great enrichment activities for your higher learners. If you find that you will not have time to teach all lessons, go to the beginning of the teacher manuals and find the page that gives suggestions on which lessons you can skip due to time constraints. Follow the order of the modules! #seriously Yes, it felt strange teaching multiplication at the beginning of this grade. ![]() There are some problems that you will want everyone to complete, and there are extension problems at the end to extend and challenge other learners. You can easily differentiate these as well. We were told to only have your students spend 10-15 minutes on this piece. The Problem Set should also be a quick activity. There may even be days when you do not have time for either. The next day, you may just do the skip-counting. One day you may only do the Sprint activities. You can also save time with the fluency activities by not completing every activity each day. Choose ahead of time which examples are best. Some suggestions to help you be successful with this would be to not use every example in the lesson. We were told to be efficient and keep the concept development within 20 minutes. The trainers had us practice giving the lesson to our peers. When it comes to the concept development, do not follow the script word for word. We kept saying, “OMG! I wish I had known this last year! It makes so much more sense now!” So if your school can afford the official training, DO IT! Here are some take-aways from our training: Speed During that training we learned some important tips from the creators of this curriculum. Our school decided to adopt this program the following year and brought a trainer to our school. We found as the year went on how helpful their strategies and lessons were for our students. ![]() Honestly it felt like we were treading water all year and there were several times that we started taking in some water. We did not receive any training on this program that year. They may seem like small errors that students will eventually grow out of saying, but if they are not addressed now, it can really hurt our students in the long run.Several years ago, my 3rd grade team had the honor of piloting the Eureka math curriculum (Engage NY). This can affect a student’s ability to understand that time is made up of minutes and hours and depends on more than just the size of the hands on the clock. In this example, the student is referring to the hour and minute hands as the “little” and “big” hands.The correct terms would be “greatest” and “least,” or “more” and “fewer.” This can create a misconception with number sense and understanding how numbers work. In the second example, the student is referring to numbers as “big” and “small.” Numbers represent an amount, not a size.This can be problematic in the case of word problems, where no signs are given. In the first example, the student is identifying the signs used, not the operation.All of these statements, though not wrong, do not use the correct math vocabulary, which can in turn affect students’ conceptual understanding. “I know it is 3:00 because the little hand is on the 3 and the big hand is on the 12.”Ĭhances are, you’ve probably said some of these yourself! I know I’m guilty of #2 and #3.“The numbers go from biggest to smallest.”.“I plussed/minused/timesed the numbers together.”.Have you ever heard a student say any of the following in your math classroom? Let’s take a look at some common math vocabulary misconceptions:
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