The students in the elementary program are excelling in math. They have been given various tools to aid in their understanding of math because offering student differentiation improves math reasoning skills. Differentiated instruction is a process which allows teachers to enhance learning by matching the student’s learning styles with various and appropriate instructional strategies as well as testing. Some have found the blocks to be helpful while others use the abacus, a ruler, a number line, or their fingers. The more opportunities offered for learners, the bigger the achievement. Many of the kindergartners have tackled addition and are not only completing their assignments independently, they are asking others if they can help them. Many of the first graders are completing double digit addition with a few who are able to regroup.
Geometric shapes have also served as helpful tools. The students are able to not identify the shape, but they are able to use them with their math problems. The students can establish a pattern, duplicate them, and complete patterns using the geometric shapes.
The public library also serves as an important element of our program. The students are able to take ownership of their reading instruction by identifying and selecting books that are on their reading levels. They were offered a tour by the librarian at the Fort Bend County Library. She showed the students how to utilize the electronic card catalog. Once they learned how to use the card catalog, they became familiar with the library and where to find books. The students then meticulously searched through all the books to find the one perfect book.
* The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.
* The student identifies, extends, and creates patterns.
* The student is expected to model and create addition and subtraction problems in real situations with concrete objects.
* The student is expected to describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle).