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How do I fit it all in?
How do I fit it all in?
Critical to success is the ability to create and build:
* growth mindsets
*opportunities for play and exploration with multiple entry points
*guiding questions to initiate and deepen mathematical discourse
(click link above for more information)
(click link above for more information)
Time to "do everything well" remains a constant challenge in the primary classroom. As we experimented with different timetables and planning options, we found certain structures that helped with finding time to "fit it all in." As concepts became more integrated rather than separate units, the easier it was to spiral back to those concepts in natural and meaningful ways throughout the year. Shifting from creating 'units of study' to creating integrated opportunities for multiple concepts to be studied at the same time was key, while always keeping in mind a sequential and focused plan based on developmental learning trajectories. So where do you start? See below for some ideas and examples of how we successfully did this in Grade 1.
Creating Long Range Plans
Creating Long Range Plans
*Consider when/how various concepts are taught
*Consider the amount of time spent on each "unit"
*Create opportunities for spiralling curricular concepts
*Structure daily plans to incorporate more 'math moments'
What works best for us?
TIP 1: Include visual spatial work right from the start of the year. Think of geometry, measurement, shape and space concepts developing across the year versus being stand alone units.
TIP 2: Know your curriculum and developmental progressions. Think about how to build upon concepts to deepen understanding as the year progresses.
Erikson Institute
Website with big ideas provided and some activities to support.
Dr Lynn McGarvey from University of Alberta was one of the authors.
Learning and Teaching with Learning Trajectories
Website with specific concept trajectories and activities
to support.
Make sure to create a free account to access all the materials.
TIP 3: Introduce new concepts/materials in a playful way PRIOR to focused instruction using those concepts/materials.
Fitting everything into a long range plan...
Fitting everything into a long range plan...
The Grade 1 Alberta Mathematics Curriculum (2022) was used as the basis for the sample planning page below. For the teacher who developed this, it tracks quickly what goals, materials, and possible activities might be used to target the curricular objectives.
Steps involved:
Think through what your "CORE teaching time" would focus on throughout the months of the year. Include visual/spatial/geometric thinking right from the start!
Use the Math Tub time to introduce materials for exploration that will build upon what you will be doing in the next phase of your long range plan. In the example below, Sorting/Classifying becomes the focus of the Core Instruction, but many geometric materials are provided during Math Tub time in order to first see what students already know, let them explore, and begin softly introducing concepts through the math talk discussions that occur after. In this particular plan, you can see that Sorting/Classifying is not specifically laid out but instead references another document (unit plan) that has details for that core teaching time.
Include photo exemplars of specific tasks/setups for quick reference year after year (see January/February plan below for example).
This particular teacher also uses movement (some Daily Physical Activity time) as another way of reinforcing neurodevelopmental skills and numeracy concepts (see January/February plan below for example- Morning Math Work: Move to Learn ideas).
Sample Daily Timetable: Grade 1
Sample Daily Timetable: Grade 1
Beginning the day with a "soft start" where students join into expected activities/materials when they first comes in has benefits on multiple levels. This frees the teacher to make those personalized greetings and connections with students, do attendance, collect lunch money and more, all while students are actively engaged in mathematical tasks that build the basis for the concepts that will be explored more fully through your instructional time. Key to this time is letting students document their learning (see Math Tubs for more information), and allowing time for teacher guided math talk around several of the students' work that morning - diving in deeper to explore the concepts that were inherent within the work completed.
Math moments are woven into the timetable anywhere in the day as a quick shift of thinking and an opportunity to explore many of the amazing resources available to build visual spatial thinking (see "Ready to Use Tasks" for ideas).
Core instruction is focused on whatever your target learning goals are for that time period, ensuring that time for math talk occurs at the end.
Look for natural ways to integrate mathematical concepts into whatever you are doing throughout the day.
Click images below to see a sample overview for the year, as well as how planning has progressed for January/February.
Click images below to see a sample overview for the year, as well as how planning has progressed for January/February.
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