Math Strategies for Low Performing Students

The following are various strategies to use for teaching math at different levels K-5:

1. Use of manipulatives: Research shows that developmental learning moves
from concrete to pictorial to abstract. The use of manipulatives helps children develop
initial understanding which leads to real life application.

2. Collaborative group work: Working in collaborative groups provides
opportunities for students to work together to solve problems and communicate their
thinking.

3. Differentiated Instruction: Meeting the needs of different learning styles can
best be accomplished by providing a variety of learning experiences.

4. Learning centers: Center activities provide opportunities for concept and
skill development, problem-solving practice, and the development of multiple
intelligences.

5. Problem-centered learning: According to the standards of the National
Council of Teachers of Mathematics (NCTM), problem solving should be the focus of the
curriculum. Activities range from application problems to non-routine and open-ended
problems. Using math concepts in projects and activities that pull in other content areas
should be considered.

6. Meeting student needs:
Individualizing: Teachers can adjust the numbers or structure of
problems.
Types of problems: Choosing problems that elicit different kinds of
thinking and allow students to develop a repertoire of different
strategies.
Varied strategies: Teachers should implement a variety of strategies
so that students are exposed to a wide range of techniques.













Grouping for Math

Here are some suggested ways to group during math instruction:

One math lesson example is to have a 10 to 15 minute direct instruction lesson where the
EIP teacher and classroom teacher team teach, then group for guided practice and
independent practice for 30-40 minutes. The lesson will end with a 10-15 minute
summary. This can be used in a regular, augmented, self-contained, or pull-out
classroom.



Class Groupings


# of Groups
Ability Level of Students
2
High/Average
Average/Low
3
High
Average
Low
4
High/Average
High/Average
Average/Low
Average/Low
5
High
High/Average
Average
Average/Low
Low
















Planning for Math Learning Experiences

When planning math instruction, the following must be incorporated:

6 Elements of an Exemplary Math Lesson
Drill, Review, Instruction (*TIM), Processing, Application, Homework

Learning-Focus Strategies
Essential Question, Activating Thinking Strategies, Acceleration
Strategies, Teaching Strategies, Prompts, Summarizing Strategies,
Extending and Refining Activities, Assignment &/or Assessment

Mathematical Lesson Organizational Structures
Traditional, Group Rotation, Episode

*TIM=Tennessee Instructional Model
Ill do one; you watch. (model)
Ill do one; you help. (group guided practice)
Youll do one; Ill help. (individual guided practice)
Youll do one; Ill watch. (independent practice)

The pages that follow provide descriptions of the above bulleted items.























Six Elements of an Exemplary Math Lesson

1. Drill (tip of your tongue)
(purpose is to build speed & fluency)
Basic facts!
a. planned daily
b. 5 mins. only (set timer if necessary)
c. everyone responds
d. varied methods (flash cards, drill
square, drill partners, recognition of
shapes, nos., coins, formulas, etc.)

e. provides scaffolding/acceleration
(getting ready for a skill)
Students need to be interactive and
engaged timed worksheets are more
like an assessment not a drill!
______________________________
2. Review (in your brain, comes
out with steps)
(purpose is to keep old learning firm)
Always uses steps and processes!
a. planned daily
b. 10 mins. only
c. a means to regularly practice
essential content
d. student-focused with no teacher
assistance (K, 1, 2 can be guided)
e. varied methods (High Five review,
Grand Slam, Big Four, power point, etc.)
_________________________________
3. Instruction
(purpose is to employ teaching strategies
that help students master the objective)
Can be chunked!
a. teacher-focused
b. teach a piece, practice a piece, teach
a piece, practice a piece, etc.
c. model and guide (TIM) with clear
intent for learning
d. incorporate use of graphic
organizers and/or manipulatives
e. incorporate use of collaborative
pairs/small groups

4. Processing
(purpose is for the soaking-in of the
learning)
Can be in all of the elements!
a. some teacher-focused, some
student-focused
b. practice, practice, practice
c. small groups, pairs, or independent
d. can be short or extended
e. extension of carefully planned
questions or prompts
________________________________
5. Application
(purpose is to make math real,
purposeful, and meaningful)
a. may be time, money, estimation,
problem-solving, measurement, graphs,
charts, tables, fractions, percentages,
statistics, probability, geometry,
manipulatives**
b. planned daily (can be part of review
if not part of main lesson)
c. no defined time (whole lesson or
just a problem)
d. may change acquisition into
extensions

**Note: Manipulatives used must be
directly related to the learning of the
content. Use of coins and clocks, etc.
are not necessarily a manipulative but
are tools.

6. Homework
(purpose is to keep the old learning
WARM)
a. short (5-10 problems)
b. must be checked
c. graded positively
d. always over old learning
Mathematics Lesson Organizational Structures

Traditional Group Rotation Episode
Total group

Drill daily - 5 minutes

Review daily 5 to 10 minutes
o State assessments
o Prior skills/concepts
o Student focused

Lesson
o Instruction
o Processing

Application

Homework
o Must be checked
o Few in number
o Only on firm content
o Keeps learning warm overnight


Three small groups
o Teacher has one group for
instruction
o 2
nd
group is involved in
reinforcement activities
o 3
rd
group is involved in
enhancement activities

I R E
A B C
B C A
C A B

Example: 45 minutes divided up so
each group has about 12 to 15
minutes for short, focused
instructional segments

May have only 2 groups
o Instruction
o Reinforcement/
enhancement

Powerful, but can be difficult to
manage

Start with heterogeneous groups;
move to homogeneous groups (Be
ready for flexible groups)

Total group

Like TV episodes
o Time allocated into two
instruction/processing
episodes
o Lesson 1
Teach content from
text: basics,
foundations, regular
lesson
o Link
Short, focused activity
(drill, review, problem of
the day) to provide break
like a commercial
o Lesson 2
Teach content that is
application - based such as
graphing, money, and
measurement.














Learning-Focused Lesson Planning Form
Name: Class:
CRCT:

Unit/Chapter/Lesson:


Drill:
Review:
Essential Question:
(with key questions if necessary)


Activating Thinking Strategies:
(ex: kwl, word maps, wordsplash,
etc)




Acceleration Strategies:
(focus on content maps and key
vocabulary)




Teaching Strategies:
(graphic organizers)
Instruction, Processing, Application



Prompts:
(distributed practice and
distributed summarizing)




Summarizing Strategies:
(ex. Ticket Out the Door, 3-2-1,
etcAnswer the essential
question)




Extending/Refining Activity:
(thinking skills and/or writing
prompts)




Assignment and/or
Assessment:
Homework



Re-Teaching Focus and
Strategy:
(if Necessary)






Copyright 2003 Learning Concepts, Inc.