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Guided Math

Guided Math. Mandy Gregory Mandy.Gregory@cobbk12.org www.mandygregory.com. Background. Taught seven and a half years- first year in Cobb County Taught only literacy for three years Taught fourth grade for five years and this is my second year in second grade

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Guided Math

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  1. Guided Math Mandy Gregory Mandy.Gregory@cobbk12.org www.mandygregory.com

  2. Background • Taught seven and a half years- first year in Cobb County • Taught only literacy for three years • Taught fourth grade for five years and this is my second year in second grade • Mathematics was my least favorite subject in school. I always enjoyed reading and writing much, much more!

  3. Daily Schedule • 8:00-8:10 Math RAP (review of morning work problems) • 8:10-8:55 Writer’s Workshop • 8:55-9:00 Bathroom • 9:00-10:50 Literacy Block (mini lessons, guided reading/ spelling/ grammar) • 10:50-11:45 Math Block • 11:45-11:50 Bathroom • 11:50-12:20 Lunch • 12:20-12:50 Recess • 12:50-1:15 Science/ Social Studies/ Health • 1:20-2:00 Specials • 2:00-2:10 Pack up • 2:10 Dismissal

  4. Math Block • 10:50-11:05 Math Mini lesson (modeling making change with the fewest amount of coins with weighted money and a balance) • 11:05-11:25 First Math Group • 11:25-11:45 Second Math Group • 11:45-11:50 Clean up/ Bathroom break

  5. Week at a Glance

  6. Monday • Pre-assessment is given to students • See example packet of pretests. Please note these are nothing fancy! Often it is just a half sheet of a few problems. • New game taught to students that focuses on current focus/ new focus • Examples: • Race for a Flat taught when beginning addition with regrouping unit • Money Bags taught when beginning counting change unit

  7. Analyzing Student Pre-Test • Grade student pretest • Sort into four groups or stacks with like errors. These become the math groups. • Addition with regrouping example

  8. Planning • After I analyze the assessments and create groups, I begin planning. • Looking at the standard, I consider what each group needs to meet the end goal of being successful. • I try to start with using manipulatives. It is much easier to teach manipulatives with five students rather than 20. Then we move to white boards to do “pencil/paper work” and more abstract problems.

  9. Planning Continued • I use this planning sheet to plan for the week. • I clip the pre-assessments and this planning sheet together with a clothespin and keep it behind my small group table for easy reference.

  10. Tuesday, Wednesday and Thursday • Mini Lesson (10-15 minutes) • Examples: • Weighted money and balance to model created like amounts of change • Arrow math and number path to preview and review addition and subtract multi-digit problems • Marcy Cook Hundreds board book

  11. Where is everyone? • Photo of math group rotations • Students are doing one of three activities: • Meeting with the teacher • Seatwork • Games

  12. Where is everyone?

  13. So What is Everyone Else Doing? • I meet with two math groups per day • The other students rotate twice. Every student completes seatwork each day. Seatwork is usually a page from the math book. I try to choose pages that students can complete independently that review past skills. Please note I may not complete every chapter in the math book. I first look at the standard and THEN find it in the book. • Example: • New Skill – money • Seatwork- addition with regrouping

  14. Students play games. These are games that I introduce on Mondays whole group. I do not assign which games students play. Since all games are either directly tied to a recent standard or introducing the new skill, students are benefiting from any of them. I try to keep a mixture of games kids play in pairs or alone.

  15. Games • Only one group at a time is playing games. This cuts down on noise.

  16. Worksheet/ Math Book Pages • Students complete a workbook page or a worksheet. All the skills covered at this time are a review. Occasionally I will have students complete a exemplar or word problem in their math journals. These are usually problems very similar to our daily RAP.

  17. This is an example of our daily RAP. Occasionally students may complete a problem in their math journals like problems 3 or 4. Whenever I do this, I have them work with partners, with manipulatives. Students are required to show their answers in pictures, number sentences and a written sentence explaining how they came up with the answer.

  18. After Completing Math Work Pages… • Students choose a math tub and their target card. Target cards are in a white suction cup basket on the front board. Students then build the problems on their target card and color in a block when they build all the possible problems.

  19. Game Ideas • Hundreds puzzles • Race for a Flat • Money Bags • How Many Can You Grab? • Website: http://www.mandygregory.com/guided_math_groups.htm • Super Source Books

  20. Frustrations and Problems • Takes longer to complete the curriculum • Management • Making time to share • Organization- for me and the kids! • Assessing and reporting

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