Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 2nd Grade Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All second grade students will demonstrate mathematics proficiency at grade level or
above grade level on Benchmark Assessments.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Number Sense
& Operations
Reading and Writing
Numbers
2.1c (BA)
Emerging
@ least half
will score __
as %
or assessment
nomenclature
Developing
Years as
Issue
N/A
Measurement Linear Measurement 4.1a (BA)
Emerging
Developing
N/A
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
2.1c
Using Marzano’s strategy of Nonlinguistic Representation, second grade teachers will provide
introduction to greater than and less than through whole class practice using kinesthetic
strategies. The students will use their bodies to represent the greater than and less than
symbol. The teacher will demonstrate the greater than and lesser than symbol on the board
and discuss with the students the difference between the two symbols. First the teacher will
write two numbers on the board, focusing on single digit numbers, and have the students
determine which number is the greater number. Students may use the terms Pac-Man eats
the greater number or the crocodile eats the greater number. After completing a couple of
problems on the board, the teacher will call students to come up to the front of the room and
form two groups, one of two students and one of four students. To visually represent the
greater than and lesser than symbol, a student will come up and demonstrate the symbol by
open up their arms and pretending to eat the larger group. To increase the student’s fluency
and development of this skill, continue to practice until all the students have a turn to
physically demonstrate the symbol. As students practice and become proficient in single digit
numbers, the teacher can graduate to two digit numbers. To further reinforce the concept
students may take a crocodile puppet with the mouth being the greater than or less than
symbol and use these to help them with guided practice and independent work.
Walt Whitman SIPlan 0910.1 - Page 28