In each class three or four groups, formed on the
basis of needs of pupils, were organized. Instruc-
tion in all groups began at a level which insured
a high degree of success for each child. A8
progress was made, more challenging materials on a
group or on an individual basis were provided.
Groups were flexible.

To develop meaning and understanding, children were
given many opportunities to discover and to exper-
ience basic concepts in meaningful situations. In
all schools, manipulatives and concrete materials
were used extensively. Much experimentation was
done in schools and in classes within the school
with modern math concepts and with number systems
of different bases. At the primary level there
was some experimentation with Cuisenaire rods.
To provide the meaningful practice experience
which followed pupils' understanding of concepts,
teachers developed practice exercises tailored to
meet specific needs of pupils. Interesting games
and practice devices were used to strengthen
current learnings and to maintain learning skills.
Bulletin board, flannel boards, and peg boards were
used to develop and to provide a multisensory
approach. Movies and filmstrips were used to afford
additional visual experiences. The chalkboard was
used effectively for demonstration by the teacher
and for use by the pupils.

Problems based on the child's actual experience or
experiences resulting from unit and play activities
were used to provide a functional approach.