Teaching Math. Grade 2.
1. First, and the most important aspect of teaching Grade 2 Mathematics is to understand Common Core Requirements for students of this age. Please, see the link below to study.
2. Next, it is imperative to understand Russian requirements. Please, read and study. Math Requirements for Russian Federation.
3. BMA STEAM teaches children based on the mathematics programs in the following countries: Russia, Belarus, United States, and Singapore. Please, familiarize yourself with the approaches.
4. Study psychology of a child at the age of 7: https://vseprorebenka.ru/vospitanie/psihologija/krizis-7-let-u-rebenka.html,https://www.verywellfamily.com/7-year-old-developmental-milestones-620704
5. Main approach: the first priority of a teacher is to motivate a child to develop strong interest in mathematics through teaching the subject through a combination of instruction, group work and games. It is imperative for the teacher to understand the specifics of the physical, cognitive and psychological development of children ages 7 – 9.
6. Below is the structure of a lesson plan that we would like to see during each lesson:
Collect homework before the class begins.
|Mental Math||Count forward and backwards, cover the numbers on a number line.||Number line above the board||3 min|
|Skip count by 2s, 3s, 5s, 10s; multiplication/ division practice (when time comes)||Postboard||2 min|
|Neighbors of a number, numbers between given numbers, numbers greater than, less than||BoardNumber line||3 min|
|Basics of Number Composition, addition, subtraction||Counters, other objects.||2 min|
|Introduction of a new topic||The topic is introduced according to the program||Multiple play materials, print outs, games.||5 min|
|Practice of a new topic||Exercises for independent practice||Print outs, books, notebooks||10 min|
|Logic||Introduce exercises for logical development of the students||Either games or exercises for logical development||10 min|
|Repetition of the previous Lesson||Exercises to revise last lesson’s material||Print outs, work at the white board||5 min|
|Homework||Give homework. Review homework for next class. Ask if students couldn’t understand something.||Place homework in each student’s file.||5 min|
Before each class, ask students if they misunderstood some exercises from homework. If you see that 50% of the class had a hard time with some activities, incorporate working on such activity at the beginning of the class. Reduce time for mental math and work out misunderstandings.
7. Since classes are small, incorporate independent work during the class. It can be 5 minutes. During this time, check students’ homework. Make sure you have answers ready for yourself, as it will make your work easier. If the answer is wrong, look for the process. Maybe, the student had the correct logic, just made a simple mistake in calculations. Look for mistakes across the entire class. Analyze the mistakes; see how you can reintroduce the topic to ensure all students understand.
8. It is BMA STEAM’s policy to move the class forward according to the strongest student in class. If there is a large discrepancy in the students’ level in class, please speak to the director to find the best approach possible to personalize the class’ work to ensure every student progresses. Usually, add extra work for students who are much more advanced to keep them motivated.
9. It is teacher’s responsibility to be prepared for each class with the following:
1) Lesson Plan
2) Class work print outs (if the class doesn’t have a textbook and workbook yet)
4) Additional material for advanced students or those who are behind.
5) Identify games/materials used in class and have them ready before the class begins.
10. Methods of teaching in mathematics at this age:
- The composition of a number:
5 = 0 + 5; 1 + 4; 2 + 3; 3 + 2; 4 + 1; 5 + 0
- Prior to transitioning to addition or subtraction in a column, we do it mentally and in a row.
- Addition over a ten: 7 + 8 = 7 + 3 + 5 = 10 + 5 = 15 (children should write it out on a graph paper)
- Educate students to write neatly on a graph paper: there should be 1 number per square, and if they do work in a column later on, numbers should be written accurately one below the other. Teachers should correct students and encourage them to write neatly.
- Work on understanding of the difference between tens and ones.
- Problem solving should follow the steps below:
- Identify what we know. Underline key facts.
- Clearly understand what’s required/the question.
- Think about strategies to solve the problem. Draw when possible.
- Check the answer.
11. Main approach:we like to spark students’ interest in mathematics. At this age children still believe in magic, they are open and motivated. The teacher’s job is to be students’ partner in the learning process, and not someone who teaches them forcefully. It is a teacher’s responsibility to find ways to make the lesson interesting. We see children as a flower, and to make the flower bloom, we can’t pull it by its leaves; we can only nourish the soil.
12. Discipline. Occasionally, all teachers have students who are not actively involved or disturbing to the class. In rare cases, when it is ABSOLUTELY necessary, teachers may discipline students by placing them on a chair for ‘naughty’ students. The maximum time students may stay there equals minute per their age. Please, understand such harsh discipline is the last resort. We see it to be teacher’s responsibility to keep the class engaged and interesting, which usually prevents bad behavior in class. If you experience bad behavior consistently, please address it with a director. Director will deal with parents’ communication. Please, refrain from bashing the child to his/her parents. We view it as unprofessional and lack of experience.
13. Communication with parents: please, speak with your director prior to any parent communication. Parents are people who care very much about their children and sometimes are very sensitive to any issues that may arise in class. We are respective of their sensitivities, and try to communicate in a completely positive, respectful and helpful manner. Please, do not overstep these boundaries.
14. Materials. Once you begin working for BMA STEAM, you will be shown the place of the materials that we currently have. If you feel that additional materials will help, please, speak with the director. If we have the budget for it, we will do our best to get it.
Thank you for becoming part of our BMA STEAM family. We are excited to have you as our teacher, and we truly believe that you will also enjoy this academic journey as we are blessed with wonderful students who want to learn in most cases.