Educator Ideas for Getting Started with Accelerated Math This document provides tips from teachers who have implemented Accelerated Math in their classrooms. These ideas are suggestions, not mandates for Accelerated Math use; adapt these suggestions for your individual classroom. Pages 4 7 contain reproducible posters that can be displayed in your classroom to remind students of daily Accelerated Math routines. Organize the Classroom Organize your classroom so it is easy for students to use Accelerated Math. Place the scanner, computer, printer, and stapler in a central location that is not distracting to students. Create folders for students scan cards, current and past assignments, and math notes (if students take notes). Use two-pocket folders or three-ring binders. See examples of student folders on page 3. Create priority baskets for Accelerated Math TOPS Reports, so you can easily identify which students need help. For example, designate a red basket for reports that need immediate attention and a green basket for reports on which students score 100 percent (or whatever score you choose). Pull reports from the bottom of each basket. Create an area for students to wait for the scanner. Using duct tape, mark off two or three squares on the floor for scanning boxes. These boxes should be big enough so students are separated from each other in line. If all scanning boxes are occupied, students can take numbers or write their names on the board. Make tracking cards to help students, especially in lower grades, fill in scan cards. Choose one method based on student preference. Laminate bookmarks that students have decorated and personalized. Students can use their bookmarks to stay on the correct line when filling in their scan cards. Cut the bottom of a library pocket card or the ends of an envelope so that students can slide it down the scan card as they fill in bubbles. Distribute note cards for students to place under the line they are filling in. 2008 Renaissance Learning, Inc. All rights reserved. PO Box 8036, Wisconsin Rapids, WI 54495 Phone: (800) 656-6740 Fax: (715) 424-4242 Page 1 of 7 R14296.080214
Teach Students How to Use Accelerated Math Provide time for you and your students to become familiar with Accelerated Math. Here are two techniques for introducing the software gradually: Introduce Accelerated Math to small groups of students instead of the entire class. Before you start to use Accelerated Math with students, hint to the class that something big is going to happen, but don t tell them what it is. Drop hints daily to build their anticipation. Then choose a small group of students (don t select just the brightest students, but select ones that can mentor other students) and implement Accelerated Math. Once these students are comfortable using the software, introduce another small group to Accelerated Math and use the first group as mentors. Continue this process until the entire class is using the software. The benefit of this approach is that it s easier to fix problems with a smaller group of students. Plus, you re creating a ready-made group of student mentors who know how to use Accelerated Math and can help other students. Gradually increase the amount of time that students are using Accelerated Math. The first week of using the software, teach regular lessons Monday through Thursday, and on Fun Friday, print an Accelerated Math assignment covering the objectives taught that week. The following week, teach lessons Monday through Wednesday and use Accelerated Math Thursday and Friday. Repeat this routine until Accelerated Math is part of your daily math schedule. Determine routines for using Accelerated Math and teach them to students. Students will need to know how to organize materials, fill in the scan card, scan, correct mistakes, and prepare for the TOPS Report discussion. Consider taking photos of students performing each step in a routine or post the steps in a routine on laminated posters. Pages 4 7 contain reproducible posters that can be displayed in your classroom to remind students of daily Accelerated Math routines. Until you and your students are comfortable with Accelerated Math software and routines, print identical exercises for the entire class. It s easier to correct routines if everyone is working on the same assignment. Miscellaneous Getting Started Ideas Print each assignment type on a different color of paper. For example, regular test = blue, practice = yellow, and so on. At a glance, you can see what assignment each student is working on. Hold weekly brainstorming sessions with other Accelerated Math teachers. Discuss what strategies are working and what needs improvement. Allow students to help each other. If a student proficient in certain objectives, list the student s name and objective numbers on the board. Students who are just starting on that objective can consult with the original student for tutoring. Create a Bubble Buddies system. When a student finishes filling in her scan card, she exchanges it with her Bubble Buddy who confirms that it is filled in correctly. One district saw a 10% increase in Accelerated Math scores when they instituted this practice. 2008 Renaissance Learning, Inc. All rights reserved. PO Box 8036, Wisconsin Rapids, WI 54495 Phone: (800) 656-6740 Fax: (715) 424-4242 Page 2 of 7 R14296.080214
Folder Systems Manila Folders Use library pockets to organize scan cards The left-most pocket has slots to help students bubble on correct line Best for lower grades Hanging Folders Use craft envelope to hold scan cards Best for grades 3 and up 3-Ring Binders Use pocket pages to hold assignments, work, and scan cards Use page divider tabs to separate practices, exercises, and tests Best for grades 3 and up Pointers on using folders: Students use their folders to organize scan cards, completed work, and current work. Glue a library card pocket or an envelope with one end cut off inside the folder to hold scan cards. Mark each type of scan card with a different color highlighter pen so students can easily identify each scan card by color. When not in use, students can place their folders in a file box in the room. Students should leave their folders in class, and take only their current assignment home. If they lose their current assignment, it can easily be reprinted. This also allows you access to student folders at any time. You can put tests and exercises in folders or clip them to the folders before class so you don t waste valuable class time handing out assignments. 2008 Renaissance Learning, Inc. All rights reserved. PO Box 8036, Wisconsin Rapids, WI 54495 Phone: (800) 656-6740 Fax: (715) 424-4242 Page 3 of 7 R14296.080214
Organizing Your Materials 1. At the beginning of class, take your math folder from the file box. 2. Work tests in your folder before other assignments. 3. Before you fill in your answers on the scan card, check that you re using the correct card. 4. At the end of math class, return your folder to the file box. Keep all scan cards and unfinished assignments in your folder. Completing Assignments 1. Finish your assignment before filling in your scan card. 2. Circle your answers on the assignment as you answer the problems. Show your work on the assignment or on another sheet of paper. 3. Check that you worked or tried to work every problem.
Filling In the Scan Card 1. Take out the correct scan card for the assignment or get a new card if needed. 2. For a new card, write your name on the line and check the box for assignment type. Fill in the top part of the card with the form number from your assignment. 3. Fill in the bubbles for the answers you circled on the assignment. Be sure the question number on the card matches the question number on the assignment. Press firmly and fill in the bubbles completely. 4. When finished, check that the last problem number on the card and the assignment match and that you marked only one answer for each question. Erase any stray marks. Scanning 1. When it s your turn to scan, take to the scanner: your scan card assignment any paper you used for your work 2. Scan your card. Take your TOPS Report and new assignment from the printer. Be sure to take every page that belongs to you. 3. Staple the TOPS Report to your completed assignment and work. Take these papers, new assignment, and scan card back to your desk.
Correcting Mistakes and Preparing for the TOPS Report Discussion 1. Read your TOPS Report to find out which problems you got right and which you got wrong. 2. On your assignment, circle the question numbers for each of the problems you got wrong. 3. Try to find any mistakes in your work. 4. Correct the problems, showing all work. Use a different color pencil for correcting work. Circle your new answers. 5. If needed, get help from the textbook, your notes, or other math resources. If you are still having trouble, ask another student to explain how to do the problem. 6. If you have questions, write them down so you remember to ask the teacher during your discussion. 7. When you finish correcting your work, place your TOPS Report in the basket designated for reports to indicate that you are ready to meet with the teacher.
Working in Pairs The first time you meet: introduce yourself learn your partner s name find out one interesting thing about your partner As you begin, try to answer, What are we supposed to find out? or What is the question? Share an idea, then ask your partner, What is your idea? If calculations are involved, work on them separately and then compare answers. If your answers are different, review the process and find the error. Write cooperatively the steps you used to solve the problem. Discuss whether it makes sense. Be prepared to share with the class how you and your partner arrived at your answer. Use your own words to talk about your strategies.