Action Plan

I chose to implement math stations, Cover-Copy-Compare, flash cards, and fact checks into my daily math routine.

Time of Implementation

February 5th - March 30th

Math Stations

I implemented math stations into my math instruction this year. In my classroom, I started with a mini-lesson that lasted 15 minutes. During this time, I modeled for students and gave sample problems from the math mat. This was very much direct instruction. From there we went into guided instruction where my students were at their seats doing sample problems with me coaching and assisting them. This guided instruction lasted 15 minutes. My students finished their math mat independently and then we broke into differentiated math stations. I had four stations set up, however the students only went to two a day. My four stations were: Math Facts, At Your Seat, Teacher Time, and Hands-On.

Math Facts

At Your Seat

Teacher Time

During Math Facts, students were on the computer using the program XtraMath. This program allowed me to differentiate based on the students' knowledge of math facts. This was a drill of basic addition and subtraction facts. This program enhanced my students' understanding of math fact fluency.

Students finished their math mat from the lesson and then worked on a differentiated math packet for that specific lesson. I had three levels: reteaching, practice, and enrichment. When students were finished with their lesson in the packet, they had their own differentiated flash cards to practice.

During this guided math portion, I broke students into different levels, based on a pre-assessment and observations within the classroom. I was able to differentiate based on the needs of the group. We used white boards, manipulatives, and mental math to solve problems.

1. Approaching Level: students were re-taught the skill and given extra support

2. On-Level: we practiced the skill again and built on repetitions

3. Enrichment: we took the lesson a step further and expanded on the skill

Hands-On

Students interacted with peers on the same academic level. Some games were played with another peer where they had to interact and help each other to play the game.

Cover-Copy-Compare

Every week, students were practicing math facts that were on their level. For example, I had students working between ranges +2, +7, and -4. Students would practice just their fact for the week using Cover-Copy-Compare. Students practiced CCC 2-3 times a week before they took a fact check. Cover-Copy-Compare prepared my students to take their weekly fact checks.

Flash Cards and Fact Checks

Students were given flash cards every week. Students had a ratio of known to unknown facts. By providing known facts, students could maintain what they knew, yet provided that success to motivate them to keep practicing. Students practiced their math facts three to four times a week, with each session lasting five to ten minutes.

On Fridays, students took a Fact Check of their flash cards they were studying throughout the week. Once students mastered a fact, they were exposed to new, unknown facts the following week.