Guided Math: Environment of Numeracy and Math Warm-Ups August 10, 2012 “Do things better than they have ever been done before.”

Goals for Today A deeper look at 2 Components of Guided Math: Environment of Numeracy and Using Math Warm-Ups Environment of Numeracy: what you should expect to see as a coach and what environmental supports are present to get students to think mathematically. Math Warm-Ups: using Math Stretches and Calendar Activities to support rigor and mastery for the young mathematician.

Guided Math

Let’s play an Environmentally Friendly Team Builder Game The Ol’ Switcheroo!

What if……….? OK, so the new Super just came in and wants to make sure we are truly aligned with our District initiatives and programs. So, he has implemented the “Switcheroo 2012”. Every campus SCE-I Team will switch with another campus SCE-I Team for the remainder of our first quarter of school. Your task: 1. As a SCE-I team, you have 5 minutes to chart out what your responsibilities are for the rest of the 9 weeks. 2. Partner with your switcheroo campus and determine who is Team A and Team B. 3. Team A has 2 minutes to present to Team B. 4. Team B has 1 minute to ask questions. 5. Team B has 2 minutes to present to Team A. 6. Team A has 1 minute to ask questions. 7. You have 5 minutes to put your Plan of Action together for your new campus. 8. Each SCE-I team has 2 minutes to present to their new Cluster.

Reflection Time Write your name on your journal For grade, indicate you are the Mathematician at your home campus. Turn the page to Journal Entry #2 Answer your prompt

7 Instructional Components of a Guided Math Framework A classroom environment of Numeracy Morning Math Warm- Ups & Calendar Board Activities Whole Class Instruction Guided Math Instruction with Small Groups Math Workshop Individual Conference Ongoing Assessment A classroom environment of Numeracy Morning Math Warm- Ups & Calendar Board Activities

-Manipulatives -Tools for Measuring -Problems of the Day Problems of the Week -Class made charts -Word Wall -Vocabulary Displays -Math Related Literature -Math Journals -Graphic Organizers -Math Connections (other content areas) Classroom Environment of Numeracy Guided Math-Laney Sammons

Book Study Time Chapter 2: Using GM to Create a Classroom Environment of Numeracy Step 1: Preview Activity/Read and Reply On your own please answer the 2 questions posed. As a table group, create a T-Chart using Chart Paper. Please post-it up when you are done Use the ideas from the Read and Reply section Step 2: Gallery Walk 3 Green Dots for things that are a “GO” at your campus 3 Red Dots for things that you could use more support on

Classroom of Numeracy Classroom Environment Numeracy Rich Environment

Classroom of Numeracy Mathematician Friendly Organized Numeracy rich Social process Student responsibility Constructive process All children can learn math!

Classroom Arrangement: Math Alcoves Rationale Guidelines Visuals CSCOPE connection Kagan/Tate/Brain Compatible strategy or structure

Numeracy Rich Environment: Math Journals Rationale Guidelines Visuals CSCOPE connection Kagan/Tate/Brain Compatible strategy or structure

Make-n-Take Time Rationale Guidelines Visuals CSCOPE connection Kagan/Tate/Brain Compatible strategy or structure SCE-I Coach Playbook 1.Home Area 2.Large group meeting area 3.Small group area 4.Workshop area 5.Manipulatives storage 6.Calendars or agendas 7.Manipulatives 8.Problem of the Day 9.Word Walls 10.Graphic Organizers 11.Class Made Charts 12.Tools for Measuring 13.Math Literature 14.Student Authored Books 15.Math Connections

Lunch Time!!

7 Instructional Components of a Guided Math Framework A classroom environment of Numeracy Morning Math Warm- Ups & Calendar Board Activities Whole Class Instruction Guided Math Instruction with Small Groups Math Workshop Individual Conference Ongoing Assessment A classroom environment of Numeracy Morning Math Warm- Ups & Calendar Board Activities

Math Warm-Ups Math Stretches Calendar Board “Participating in a variety of brief mathematical activities…leads students to make subtle mental shift into the world of mathematical awareness and learning. “ (p.68) Math warm-ups should be quick and later discussed by the class.

Math Stretches Data Collection and Analysis Olympic Charts and Graphs Discussion and Journals Types of Discussion (p. 77) Number of the Day What’s Next Family Math How did you use Math last night _____ makes me think of _____ Current Events

IFD Study Using an IFD, create math stretches that can be used through- out the unit. How would you support your teachers on using Math Stretches appropriately? How can Math Stretches be differentiated? At-Risk Tier 2 Tier 3 LEP GT SPED

Math StretchUnit ____ / Grade ____ / DI _____ Data Collection and Analysis Discussion and Journal Entry Number of the Day What’s Next Family Math ___ makes me think of ____ Current Events Other

Math Warm-Ups: Calendar Board A daily, minute math activity that can preview, reinforce or review math concepts Allows teachers to offer consistent, daily learning opportunities Students are actively engaged in continuous learning process Provides visual models to help address the need for differentiation Fosters the growth of mathematical thinking and use of academic language Variety of TARGETED Student Expectations can be included in the Calendar Board Lesson

Math Warm-Ups: Calendar Board Preview: This allows students to gain prior knowledge of a concept before it is actually introduced, and gives an opportunity to present relevant vocabulary. (Only preview concepts that are 1-2 weeks ahead) Reinforce: Use the Calendar to reinforce current SE’s that are being taught in the unit of study Review: This time also offers teachers a time to briefly revisit previously taught concepts and skills on a regular basis

Make-n-Take Time: Create a Calendar Board How can we best support teachers with the concept of Calendar Board aligned to the TEKS and CSCOPE pacing? 1. Use your Math IFD (Units 1-2) to focus on some SE’s that you can address during calendar time. 2. Use your envelope of calendar resources to determine what activities you will embed into your calendar board (*each segment must be aligned to an SE). 3. Be as creative and intentional as possible 4. We will present by grade level and create a Master K-5 Calendar Book.

Closing Math Journal Entry #3 SCE-I Evaluation Q and A