I have taught in a multiage classroom for the past five years. The first four were in a 6,7,8 (1&2) self-contained primary of approximately 20-22 students. I was able to implement my own math program using all different types of resources. The first few weeks were spent in evaluation and exploration of materials. Much of the assessment was conducted on a one to one basis with each child, which is time consuming. Second year students are usually easier to assess because of the teacher's prior experiences with the children. However, since assessment drives instruction, the time spent is essential for planning.
A weekly plan included daily calendar activities, two days of whole group instruction and three days of small group instruction. Calendar activities are particularly appropriate for multiage groupings. Conducted with the whole class, they provide a wonderful opportunity for students to model instruction, discuss how they solve problems and connect math concepts to real life situations. I was able to use different questioning techniques to meet the various developmental stages of my students. I would also add or subtract activities each month to introduce a new skill or review a previously taught concept. Calendar would take about 20-30 minutes each day.
The first two days of the week were used to introduce a concept to all of the students. I used Math Their Way, Marilyn Burns' A Collection of Math Lessons, and Richardson's Developing Math Concepts Using Unifix Cubes. The next three days were spent exploring and expanding the concept with with small groups of students. Children were grouped together according to their development needs. While I was working with a small group, the other students were rotating through activities, working at their own level. Two of the activities were related to the concept being studied, while the third could be a review of a concept previously introduced. I would use whole group lessons to introduce or review addition and/or subtraction. During the week the small groups would extend their knowledge through teacher led instruction while other students might be working on their individual number. Independent activities could include finding ways to make their number using unifix cubes and recording results, using the bean game to practice their number, or counting and recording the number of objects in jars. All of the students do similar or the same activities at their own level. They work together at tables and use each other as resources.
Implementing this math program involves a thorough explanation and modeling of the structure in order for the students to become responsible for their work, especially during small group days. The activities and rotation schedule must be reviewed daily with primary students. They are required to ask other students for assistance instead of interrupting the small group. It takes time to build the underlying structure, without which this type of program could not exist.