M.A.T.H. Groups
M.A.T.H. is a group structure we are now using in our classroom.
Math groups allow for differentiation, independent practice and cooperative learning based on North Carolina State Standards for Math.
MATH is an acronym for:
M- Math Games
A - All By Myself
T - Teacher Time (Working with Teacher)
H - Helping Others with Math
M.A.T.H. is a group structure we are now using in our classroom.
Math groups allow for differentiation, independent practice and cooperative learning based on North Carolina State Standards for Math.
MATH is an acronym for:
M- Math Games
A - All By Myself
T - Teacher Time (Working with Teacher)
H - Helping Others with Math
Math Games
Math games are played with a partner or small group. Math games address mathematical practice Standard 3: Construct Viable Arguments and Critique the Reasoning of Others. Students can explain their thinking and consider the mathematical thinking of others. Math games incorporate speaking and listening skills as well.
Math games are played with a partner or small group. Math games address mathematical practice Standard 3: Construct Viable Arguments and Critique the Reasoning of Others. Students can explain their thinking and consider the mathematical thinking of others. Math games incorporate speaking and listening skills as well.
All By Myself
Manipulatives and technology are used for exploration and repeated practice. We address mathematical practice Standard 5: Appropriate Tools Strategically and Standard 6: Attend to Precision. Students can use math tools to help them explore and understand math in their world. Students can be careful when they use math and clear when they share their ideas. Students work independently during this time. Independent Work addresses mathematical practice Standard 1: Make Sense of Problems and Persevere in Solving Them. When given a problem, students can make a plan to solve it and check their answer.
Manipulatives and technology are used for exploration and repeated practice. We address mathematical practice Standard 5: Appropriate Tools Strategically and Standard 6: Attend to Precision. Students can use math tools to help them explore and understand math in their world. Students can be careful when they use math and clear when they share their ideas. Students work independently during this time. Independent Work addresses mathematical practice Standard 1: Make Sense of Problems and Persevere in Solving Them. When given a problem, students can make a plan to solve it and check their answer.
Teacher Time
Teacher time allows for assessments, intervention and enrichment. Students work with the teacher in small groups to reinforce concepts, learn new concepts and apply higher level thinking.
Teacher time allows for assessments, intervention and enrichment. Students work with the teacher in small groups to reinforce concepts, learn new concepts and apply higher level thinking.
Helping Others with Math
Activities are geared toward understanding numbers. Students are engaged in mathematical practice Standard 7: Look for and Make Use of Structure and Standard 8: Look for and Express Regularity in Repeated Reasoning. Students can see and understand how numbers and shapes are put together as parts and wholes. Students can notice when calculations are repeated.
Activities are geared toward understanding numbers. Students are engaged in mathematical practice Standard 7: Look for and Make Use of Structure and Standard 8: Look for and Express Regularity in Repeated Reasoning. Students can see and understand how numbers and shapes are put together as parts and wholes. Students can notice when calculations are repeated.