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Guided Math

Guided Math. Presented by Christina Goldner and Carla Wilson. 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

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Guided Math

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  1. Guided Math Presented by Christina Goldner and Carla Wilson

  2. 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

  3. 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/vocabularycards.html • Calendar • Math partners • Math journals • Elbow partners • Problems of the day • Personal calendars or agendas • Numeracy related classroom jobs

  4. 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

  5. Sample Schedule for Workshop Day • 8:50-9:10 Warm-up or morning stretch • (on desk or board when students arrive) • 9:15-9:30 Guided Practice – Mini-lesson • Whole group setting • Teach a mini-lesson on a particular concept • Students participate • 9:30-10:15 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) • 10:15-10:20 Wrap-up Session • Whole group setting • Review problem of the day, share, collect work, etc.

  6. 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) • What’s 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

  7. 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 children’s literature

  8. 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

  9. 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.html

  10. 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

  11. 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.

  12. 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

  13. 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

  14. 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

  15. 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.”

  16. 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)

  17. Wrap-up • Journal sharing • Vocabulary review • Answer problem solving question • Share experiences

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