Guided Math

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Guided Math

• Presented by Christina Goldner and Carla Wilson

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Principles of Guided Math

• All children can learn mathematics
• A numeracy-rich environment promotes mathematical
  learning by students
• Learning at its best is a social process
• Learning mathematics is a constructive process
• An organized classroom environment supports the
  learning process
• Modeling and think-alouds combined with ample
  opportunities for guided and independent problem
  solving and purposeful conversations, create a
  learning environment in which students
  mathematical understanding grows.
• Ultimately, children are responsible for their
  learning
• Laney Sammons, Guided Math A Framework for
  Mathematics Instruction

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Creating a Classroom Environment of Numeracy

• Environments rich in mathematical opportunities
• for children are essential if we want our
  children to
• develop a thorough understanding of mathematics.
  
• How do we create a math-rich classroom
  environment?
• Turn and talk about math concepts
• Investigate
• Word wall - http//www.sw-georgia.resa.k12.ga.us/v
  ocabularycards.html
• Calendar
• Math partners
• Math journals
• Elbow partners
• Problems of the day
• Personal calendars or agendas
• Numeracy related classroom jobs

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Components of Guided Math

• Math warm-up problem of the day, number of the
  day math stretch, math current events (10-15
  minutes)
• Pretesting using data to drive instruction
• Whole group instruction
• Non-workshop days could be entire block
• Workshop days 10-15 minute mini-lesson
• Small group instruction/Conferencing
• Workshop
• Independent practice (anchor papers)
• Center activities or choices
• Assessment for learning

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Sample Schedule for Workshop Day

• 850-910 Warm-up or morning stretch
• (on desk or board when students arrive)
• 915-930 Guided Practice Mini-lesson
• Whole group setting
• Teach a mini-lesson on a particular concept
• Students participate
• 930-1015 Guided Math Groups
• Could be 3-15 min. groups or 2-20 min. groups or
  1 group
• Guided Math Instruction with small groups on
  known or unknown content
• Other students participate in independent
  practice (this can look different depending on
  the needs of the students)
• 1015-1020 Wrap-up Session
• Whole group setting
• Review problem of the day, share, collect work,
  etc.

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Warm-up or Morning Stretch

• Warm-ups
• Number of the Day Math Stretch
• How many ways can you show a number? 25 (2 tens
  and 5 ones, 20 5)
• Whats Next? Math Stretch
• 1,2,4,7,11,16, ___, ___, ___,
• How did my family use math last night? Or Makes
  Me Think Of
• Journal Write Fractions make me think of
• Problem of the Day

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The Mini-lesson (10 15 min.) short and to the
point!

• Direct, explicit instruction
• Practice with the teacher
• Modeling a skill or concept
• Think Alouds
• Reviewing previously mastered skills
• Vocabulary development
• Setting the stage for Math Workshop
• Dividing the instruction into simpler phases
• Breaking down the skill into smaller steps
• Providing a diagram or pictoral representation
• Use of Math Readers on Smart Board or through
  Infocus
• Use of math-related childrens literature

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Tips for effective mini-lessons

• Limit student talk guided and controlled
• Keep the connection brief simply remind the
  class what has been learned to limit to much
  guessing about what you want to hear
• State the teaching point simply and reiterate it
  avoid over-explaining but repeat often
• Demonstrate the math teaching point show,
  model, think aloud
• Use a familiar context for problem solving
• Match the active engagement to the teaching point

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How can I form my guided math groups?

• Group by ability on specific content
• Determine the big ideas of the unit of study
  based on standards and needs of students
• Pretest, formative tests, performance tasks,
  observation of student work (must decide criteria
  for success)
• Compile information
• Look for strengths and deficits to determine
  teaching points for each group
• Math groups should be fluid/flexible!
• Name the groups
• Coins, shapes
• http//mrsshannonsclass.weebly.com/guided-math.htm
  l

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Using Guided Math With Small Groups

• Introduce new concepts
• Practice new skills
• Work with manipulatives
• Provide intensive and/or targeted instruction
  reteach based on need
• Introduce activities that will later become part
  of math workshop
• Conduct informal assessments
• Maximize effectiveness of co-teaching

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Using Guided Math With Small Groups

• Warning
• Getting done should NOT take precedence over
  doing
• Finishing should not be more important than
  figuring out
• We want each and every student to feel
  challenged, yet supported in their mathematical
  learning! Lead students to have effective
  toolboxes of strategies for navigating the
  world of mathematics.

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What is everyone else doing?Math Workshop!

• Independently, pairs, or small groups of students
• Tiered practice (use our adopted resources)
• Centers or Choice Activities
• Math Games
• Flashcards IPODS?
• Manipulatives
• Math Journals writing about math thinking
• Technology FASTT Math, BrainPop, YPP
  exercises, IPODS, Smart Board

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Organizing the Classroom

• Management chart to show who is at each station
• BUILD Icons
• I Can charts for math centers or activities
• Seatwork table with group folders for
  differentiated assignments
• Math Journal table (or bucket) with prompts
• Table for the teacher and students
• Math center activities storage for each
• Math word wall
• Manipulatives available

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Math journals

• Support complete understanding of concepts
• Reinforce math comprehension
• Encourage use of diagrams
• Can be used for documentation or research and
  experiments during investigations and to record
  processes, strategies, and solutions
• Use labels to print prompts or problems
  (warm-up/stretch/task cards)
• Differentiate the questions to meet the needs of
  the students

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Quote by Marilyn Burns

• Writing in math class supports learning because
  it requires students to organize, clarify, and
  reflect on their ideas all useful processes for
  making sense of mathematics.

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Math centers or tubs

• Games practiced in group or in mini-lesson
• Procedures and routines MUST be established
• Activities can provide opportunities for
  exploration and practice of mastered skills
• Review of previously taught skills or previous
  exposure (should NOT be new)

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Wrap-up

• Journal sharing
• Vocabulary review
• Answer problem solving question
• Share experiences