I’ve always said
teaching math is like running a three-ring circus. One year, I team taught with a friend and I
only taught math; I couldn’t believe how exhausted I was at the end of each day. During a math block, there is no down
time. Each task you assign requires 10
minutes of student effort at absolute most and one minute on average. There are constant questions and there is
never a moment when less than five students genuinely need your assistance
(usually it’s more like ten).
Furthermore,
there is so much pressure to make math fun.
When my students have to actually sit in their seats and take a math
quiz on a Friday, I’m literally greeted with groans and comments like, “I
thought Fridays were supposed to be fun.”
I don’t think they’ve have even touched their math textbooks this
year. I do pull the electronic version
up on the Promethean board from time to time, but if I asked my students to
open their textbooks and do some math problems, they wouldn’t even know what I
meant.
Teaching math has
changed since I was in school for sure— more than any other subject. I’m reminded of that regularly in parent
conferences when perfectly intelligent thirty-somethings tell me they have no idea
how to help their child with their math homework. It’s fast-paced and you have to come at it
from so many different angles— ten-year-old brains are wired this way and it’s
not a huge problem or the kids; it’s us teachers who sometimes struggle to keep
up the pace.
Over the past few
years, I’ve gradually changed how I set up my math block, to the point where it
now isn’t even recognizable compared to what it looked like when I first
started teaching. Sometimes I think back
to the ole daily math practice on the overhead projector, the never-ending
stacks of transparencies, the whole group “guided practice,” trying to do a
complicated activity with the whole class at once... and shake my head.
While I doubt any
of us are still teaching by the blinding light of the overhead projector bulb,
I know from talking with my colleagues that math looks different in everyone’s
classroom. Most of us are accustomed to
teaching small groups in reading, but for some reason, teaching small group
math has been a lot slower to catch on.
The only reason I started trying it was out of desperation one school
year when I had 30 students in my math class.
If I could put them into three groups, perhaps I could reach them ten at
a time, I thought. It worked, better
than I expected, and I never looked back.
In essence, math
in my classroom IS a three-ring circus.
Four days a week, we operate on a three-center rotation. I have found that this method not only allows
me to engage with every student one-on-one every day to ensure understanding,
but it also requires students to work together and think for themselves. It’s hard to tell what’s going on with test
scores these days, but my entire grade level teaches math small groups in one
form or another, and we have shown steady growth in math the past few
years.
Each day, we open
class with a homework check and an activating strategy of some kind. After that we do centers for about an hour,
hopefully leaving time at the end for a summarizing strategy. The heart of my math block is the centers,
which each last 20 minutes:
Teacher
Time: Students meet with
me on my carpet area by my Promethean board.
I teach the skill we are currently focusing on, they practice on white
boards and do activities with me on the Promethean board. Many days, we end with an interactive game where
each student gets up and gets involved. With
less than ten kids on the carpet with me, I can ensure that each child is fully
engaged, and they feel more comfortable approaching me with questions.
Partner
Practice: Students each have an assigned table where
they and an assigned partner sit and work together. They usually have a game to play, and I have
pre-loaded most of the necessary supplies in a small plastic bin. There is also a folder for each table with
standing activities to work on – word problems or a math puzzle activity, for
example. The folders and supply bins are
key (including pencils!) because the students have no reason to be wandering
around the room looking for supplies. If
they are out of their seat, they off considered off task. If they have a question, they have to work
together to figure it out.
Skills
and Strategies: This
center is really two stations in one.
For ten minutes, half the group is on the computer working on an
assigned website and the other half is at a large table in the back of my room
working on basic math skills (spiral review word problems, math journals, math
facts, etc.) After ten minutes, I give a
signal, and the groups switch. Again,
everything the students need is already at the table for them—there is a zero
tolerance policy on wandering around the room.
I have found that
it works best if you do plan the groups at least somewhat by skill level – if you mix them, you
can’t make as much progress with your accelerated learners in Teacher Time, and the kids who need a little more help get left behind. This is
perhaps the most important benefit of teaching small group math – students get
the same individualized attention as they do in guided reading. I use a certain template when making up my
groups. It would look like this for a 24
student class:
Student A, Student B
Student C, Student D
Student E, Student F
Student G, Student H
Student I, Student J
Student K, Student L
Student M, Student N
Student O, Student P
Student Q, Student R
Student S, Student T
Student U, Student V
Student W, Student X
Each section
would be a group. I suggest rotating the
groups the same way each day so that students are never confused about where to
go next. Student A and Student B are
partners, and Students A, C, E, and G would get first turn on the computers,
tagging off with their partners after the 10 minutes. This gives different students the chance to
work together during Skills and Strategies than at Partner Practice (and less
time for them to get sick of each other and start arguing).
Speaking of time,
keeping a timer is vital! I use the
timer on my phone and if I didn’t, this plan would run off the tracks every
single day. I have a certain sound I ring
on a bell at the ten minute switch that’s different than the time when we all
switch stations. The kids know the
difference, and they move around the room like soldiers. Okay, that’s an exaggeration…they still act
like crazy ten-year-olds in transition but they DO know where to go and they
get there relatively quickly. That’s
also because I have an entirely different discipline plan for math groups than
I do for the rest of my day…I want to be able to hand out a consequence with no
warning, no parent repercussions, and no apologies, so we have a special reward
system just for that hour.
Teaching math in
small group doesn’t only help me teach more effectively, it also helps me plan
more effortlessly. Planning math feels
more like putting together a puzzle. Instead of having to fill a seemingly endless
hour-and-a-half block with short, little activities, I just have to fill in the
blanks for the schedule and routine we keep every single day. I’ve said many times, “My math pretty much
plans itself.”
Teaching math
DOES feel like running a three-ring circus but this plan at least leaves me
feeling more like the ringmaster and less like the lion tamer. If you’re feeling like you’re juggling too
many balls during math, it’s definitely worth a try.
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