Everyday Math Tier I Instruction
Instructional Strategies & Materials:
Follow the Curriculum Maps at
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60 – 90 minutes per day
3-5 lessons a week. Students learn best when new topics are presented briskly and in an
interesting way; students don’t have to master a concept the first time it’s presented (spiral);
they need to review and practice concepts many times before mastery.
Mental Math and Reflexes and Math Message during morning meeting
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Part I, Part II, Part III Do all three parts
Games (yellow pages of the Student Reference Book, also see Flex Grouping section here)
Differentiation Handbook pp 20 – 25
Modifying Games, Differentiation Handbook pp 50, 57, 64
Math Boxes, Differentiation Handbook pp 28 – 29, 134 – 140
Vocabulary (Differentiation Handbook pp 17 – 19)
Making Connections is better than making lists
Students need 10 encounters with a word to recognize it and more than 40 encounters to
produce it spontaneously and accurately
Is their a common vocabulary strategy for all classrooms? If so, use it for math.
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Math Word Bank, Differentiation Handbook pp 32, 140
Use the Manipulatives (Smart-Boards too)
Charts are hanging up for all to see (Hundreds Chart, Geometry)
Open Response
Do as a class and then do individually
Have students look at the assessment rubrics (Assessment Handbook p 56)
Differentiation Handbook, Unit 1, p 48
Assessment Handbook
Individual and Class Profiles of Progress p 247
Individual and Class Checklists p 248
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Flex Grouping - Examples
Teacher 1
Write Pre-Test based on End of Unit Tests or Math Boxes
Create Stations based on skill level
Teacher 2
Teach Part I and Part II to whole class
Create 3 stations for Part III. Rotate 7 – 10 minutes per station
A. Teacher Station
B. Seatwork Station
C. Games Station: Games are kept on two shelves and stay out for the entire year.
Each is kept in a bag or bin with enough supplies for two students. Modified games
are also created and stored on the shelves and color coded. Students know which
game they will play on a certain day from a pocket chart (see example below).
Green
Blue
Red
Game 1
Billy
Lidia
Jenny
Mary
Maria Michael
Sue
Sam
Mira
John
Game 2
Greg
Max
Bryan
Lisa
Alice Bob
Anna Ben
Angel Bo
Game 3
Daphne Fred
Horace
Don
Fannie Stacy
Flex grouping across 4 classrooms example:
Team 1
Pre-Tests are modified end of unit tests
Cluster students based on pretest results for the entire unit
Low end and high end kids tend to always group together, but with significant movement in
the middle groups.
Team 2
Pre-Tests are modified end of unit tests
Mix two low groups together
End of Unit Test are taken in math groups
Pre-Test scoring and discussion takes less than 1 hour
Skills Links workbooks for additional practice (limited number at each grade level)
FASTT (Fluency and Automaticity through Systematic Teaching with Technology) (Limited
Number)
NOTE: It is OK to photocopy Math Masters.
It is not OK to photocopy the Skills Links or Student Math Journal pages.
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List 3 ways you will improve formative assessment to improve Tier 1 instruction.
1.
2.
3.
List 3 ways you will flex group to improve Tier 1 instruction.
1.
2.
3.
List 3 games and how you will differentiate them.
1.
2.
3.
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