Most students race into the room to get started. That said, I rarely have to remind any student to be on task on Woot Math days. They might move more slowly through the books, but they are just as proud of their progress. Honestly, I am most surprised at the reaction my "non-achievers" have to Woot Math. My students are much more comfortable discussing fraction story problems as they feel more confident in describing the problem that they can now see in their heads. Students are able to construct fractions and visualize the problems they are solving. Woot Math has given me a practical and efficient way to take students 1 individually from concrete to abstract understanding of fraction concepts. Woot Math’s short lessons keep students interested yet still give the opportunity to demonstrate mastery. My older students who struggle in math don't appreciate the elementary themes of other math programs we have tried. The graphics are appealing to all of my students which is refreshing. Woot Math works extremely well in each of these situations as every student can progress through the concepts at their own pace. I also used Woot Math with my 6th- and 7th-grade intervention pull-out students for ~1 hour a week.
I used Woot Math with all students in 5th-grade once a week for 25 minutes. We don't have the time in our curriculum to go back and start from scratch to develop that understanding. Performing the operations with fractions could only be done by students who could memorize the algorithms, but rarely would these students explain why the algorithm worked. Even fewer could explain WHY 1/3 is equivalent to 3/9.
Very few could show a simple fraction such as 1/3 using a model. Beth’s school has high populations of special education and ELL students.ĮdSurge: What was the problem in your classroom or school that you were trying to solve when you implemented Woot Math?īeth: I struggled watching students trying to memorize rules to work with fractions when it was obvious that so many had no idea what the fractions actually meant.
Written by Beth, a middle school math teacher & interventionist from Iowa.