1. 16 B. 25 C. 36 D. 49 Math Core 1 Foundation
Which of these square numbers also happens to be the sum of two smaller square numbers?
16 B. 25
C. 36 D. 49
Rob Stephenson
STEM Consultant
Ingham Intermediate School District

2. Stand up if you…. Have traveled outside of North America.
Are excited by the new school year.
Have met a celebrity…..
Remain standing if you admire that celebrity.
Plan to attend the MSU homecoming parade.
Incorporate Guided Math/Math Workshop in your current practice.
Want to provide better differentiated math experiences for your students.

3. Agenda:
9:00 Welcome, Learning targets & defining better math
9:30 Foundational principles of guided math
9:45 Guided math stations
10:00 Exploring Math Core Lesson Resources
10:30 Break
10:40 Exploring Assessment Resources
11:25 Independent Stations & Fact Fluency
12:10 Lunch
1:10 Exploring Online Interactive Activities
1:45 Exploring Game/Center Resources
2:20 Break
2:30 Guided math in action
2:55 Sample schedules
3:15 Final Action Planning
3:30 Adjourn

4. What are your goals for today?
Learning Targets:
I can describe the components and benefits of guided math models
I can access resources for core instruction, assessments, online interactive games, and center activities that support my grade level
I can describe guided math schedule options and how to organize the classroom to support math workshop
I can explain the importance of math reasoning with balanced procedural and conceptual math practice
Additional Goals:
Learn collaboratively
Develop an action plan for guided math implementation
Have some fun!

5. So what does better math look like?

6. BETTER Math Instruction Definition in your own words?
What does a student experience??
BETTER
Math Instruction
What does a teacher experience?
ISN activity.
60 BPM music
Share using inside/outside circle
What it is not?

7. Plicker Pole Time
Which of these square numbers also happens to be the sum of two smaller square numbers?
16 B. 25
C. 36 D. 49

8. Why should we analyze our mathematics programs?
78% of adults cannot explain how to compute the interest paid on a loan.
71% cannot calculate miles per gallon on a trip
58% cannot calculate a 10% tip for a lunch bill
Phillips, G. 2007
(And this college student should have had $16,000!)

9. To more effectively teach math, we must…
reach students at all levels of achievement
provide diverse methods of learning
allow more opportunities for observation and communication by students
encourage active engagement by students
empower students

10. The Foundational Principles of Guided Math
All children can learn mathematics
A numeracy-rich environment promotes mathematical learning
Learning at its best is a social process
Learning mathematics is a constructive process
An organized classroom environment supports the learning process
Effective math programs include number talks, modeling, think alouds, and purposeful conversations
Effective math programs empower students with responsibility for their learning
Adapted from Principles of Guided Reading developed by Fountas and Pinnell

11. Turn and Talk
Talk to your shoulder buddy about how math is taught in your building (think about the differences in classrooms & grade levels). Are these components part of the math instruction? ____ whole group instruction ____ mini-lesson ____ debrief ____ small guided math group ____ workstations

12. Guided Math Infrastructure
Concrete (base-ten blocks, cubes, counters, etc.),
Pictorial (model of thinking – pictures, drawing, diagrams, tables)
Abstract (number sentences, equations, expressions)
Why is it important to incorporate each?

13. Guided Math Common Practices
Classroom Environment of Numeracy
Math Warm-up/Calendar Board
Individual Conferences
Ongoing Assessment
Whole Group, Small Group, & Math Workshop Instruction
Students learn in small differentiated flexible groups based on their readiness level
Students practice with the teacher, with each other, and by themselves
So what does it look like?

15. Reactions to the Video Clip
Questions?
Reflections?
Barriers?

16. Guided Math Stations: Generally, there are four rotations:
Teacher table
Independent work
Center/Games
Online Interactive Practice

17. Guided Math Stations Teacher Table
This is where the teacher will do direct instruction on the concept from the core program, model it, and allow for the students to practice with guidance in their small ability groups.
Teachers can introduce the core lesson in smaller homogenous groups

18. What are the benefits of small groups for that core instruction?
Gives children the chance to develop their own strategies for solving problems.
Supports differentiated instruction.
Fosters student articulation about a problem.
Provides opportunity to assess each student’s needs.

19. Guided Math Core Lessons
What math program do you presently use?
enVisionMath
Everyday Math
A collection of CCSS Resources
Other

20. How can your current program be delivered in a guided math format?

21. My district’s math program is aligned with the CCSS.
True
False

22. Let’s Explore Core Math Resources
Introduce Engage New York and Georgiastandards.org.
bit.ly/isdmath Math Core Lessons

23. How could those resources support your current instruction
How could those resources support your current instruction? In what standards does your current program fall short?

24. Let’s take a 10 minute break.
Next we’ll take a look at resources for Establishing Flexible groups.

25. Establishing Flexible Groups
Students can be grouped based on their mastery levels of goals/objectives, skills, concepts or strategies being developed.

26. Flexible Grouping
Students move in and out of groups based on need. In geometry Parker could be in group 1 and in measurement he could be in group 5.

27. What formative assessment resources do you have to establish your flexible groups?
Table Talk

28. HOW DO I SET UP THE GROUPS?
BEN
SCREENERS
BENCHMARK TEST
QUIZZES
INTERVIEWS
CHAPTER TESTS
TEACHER OBSERVATIONS
bit.ly/isdmath Assessing Resources

29. Analyzing Student Pre-Test
Grade student pretest
Sort into four groups or stacks with like errors. These become the math groups.
Group 1
Sort #3 – Math  -  Computation vs. Concepts & Application For this particular sort, we use the data from the AIMSweb mathematical measures.  DIBELS currently has a math test.  I have not used it, so I am not sure if you can use it for this sort.  If there is a computation score and a concepts & application score, you can use it for this sort. The first quadrant is for those students that are adequate in both computation and concepts & application.  That is, the scores are above the 25th percentile (or 50th) in both computation and concepts & application.  The second quadrant is for those students that are adequate in computation, but not adequate in concepts & applications.  So they were able to score above the 25th percentile (or 50th) in computation.  They were not able, however, to score above the 25th (or 50th) percentile on the concepts & application measure.  The third quadrant is for those students that are not adequate in computation or concepts & applications.  So these students scored at the 25th (or 50th) percentile or below on both computation and concepts & application.  The fourth quadrant is for those students that are adequate in concepts & application, but not computation.  This should be one of the smaller groups.  These are students whose scores on the concept & applications are above the 25th  (50th) percentile.  Their scores on the computation portion are at the 25th (or 50th) percentile and below.

30. Create your own Formative Assessments with Inspect Itembank
50,000 CCSS items are already banked
Working on performance items that are Smarter Balance (like)
Depth of Knowledge and Bloom’s Taxonomy are noted
Add on cost is$1.50 per student—

31. What formative assessments will you use to set up your flexible groups?

32. Guided Math Stations Independent Work
Students often complete the lesson’s paper pencil task in this rotation.
What might students do when they finish?

33. ”I’m done….what should I do now?”
Fact Fluency (flash cards, fact triangles, Xtramath.org, digitwhiz.com)
Vocabulary Station
Math Literature
Math Journals
What will students do when they finish their independent work station?

34. Let’s Explore Fact Fluency Websites
Introduce Engage New York and Georgiastandards.org.
bit.ly/isdmath Fact Fluency Practice Websites

35. Math Workshop Students work independently, in pairs, or in groups.
Procedures and routines must be established and practiced.
Activities should provide opportunities for exploration or practice of mastered skills.
The work need not be related to the work being done in small groups.
The duration of each center is up to the teacher (typically minutes per rotation).
Let’s look at an implementation where the classes use enVisionMATH.

37. Teacher’s Role During Guided Math
Analyze formative and summative student data to plan for instruction and flexible grouping
Develop a system for tracking student learning
Use a new approach and strategies to teach small group instruction
Set up standard-based work stations with a focus on problem solving
Conference with students individually
Acts as facilitator

38. Student’s Role During Guided Math
Work in small groups at different work stations and/or with teacher
Understand the guided math schedule
Are accountable for producing quality work
Demonstrate responsibility.

39. Time for Lunch
LU NCH
See you in one hour!

40. Remember, one of the goals of Guided Math is to Empower kids
Remember, one of the goals of Guided Math is to Empower kids How can this model do that?

42. Guided Math Stations Online Interactive Practice
Carefully selected online activities can connect to your standard and still be fun.

43. My students have regular access to Internet connected devices.
True
False

44. Online Interactive Game Resources
bit.ly/isdmath Online Interactive Games

45. I use a SMART Board within my classroom.
True
False

46. Using a SMART Board as a Station
A lesson is put up on the board for small groups of students to be interactive with it.
When trying to access premade SMART board activities, SMART Exchange is your best resource.
You can search by subject, grade level, keyword, etc.

47. What will you use for a technology station during guided math?
What could be integrated if a technology station is not an option?

48. Ideas for Workstations
Technology (computer games, iPad tasks, calculators, SMARTboard activities)
Fact Fluency Station (flash cards, Xtramath.org, digitwhiz.com)
Games
Problem Solving Station
Place Value Station (Base ten manipulatives)
Measurement Station
Manipulatives: geoboards, tangrams,
Vocabulary Station
Review and Practice Station
Math Literature
Math Journals

49. Guided Math Stations Centers/Games Station
Games can be collected and housed for students to choose from?
Must the game relate to the day’s standard?

50. Let’s Brainstorm Game and Center Ideas
What games/centers might you use?

51. Additional Games & Centers Resources
bit.ly/isdmath Games & Centers Ideas

52. Game Swap
Consider one of your favorite games or centers that you like to include in your math instruction (or identify one that you found today) and describe it to the people at your table.

53. Let’s take a 10 minute break.
Next we’ll take a look at Guided Math in action, look at sample schedules, and, discuss tips on organizational strategies.

54. Work Stations Game Examples— Lower Elementary
Example templates to organize small group instruction

55. Work Stations in Action— Upper Elementary
Example templates to organize small group instruction

56. Thoughts about the examples? Other questions?

57. Let’s look at some sample math schedules to determine what may suit you best.

58. Guided Math Structure (the commonalities) Math Instructional Block
Work Stations
Small Group Instruction
Whole Group
-Review/Assess
-Core Lesson
-Think Aloud
Guided Math Structure
(the commonalities)

59. Guided Math Think-Aloud Core Lesson Review/ Assessment Total Time
20-30 Minutes
Small group reteach, conferencing &/or extension
Collaborative problem-solving
Center Activities
Manipulative discovery and connections
Think-Aloud
10-15
Minutes
Model thinking process for problem solving & test-taking strategies
Core Lesson
30-60
Whole group standards-based lesson
Review/ Assessment
10-30 Minutes
Review important concepts
Reflect or Assess
Total Time
120 Minutes

60. Think-Aloud Core Lesson Review/ Assessment Guided Math Total Time
10-15
Minutes
Model thinking process for problem solving & test-taking strategies
Core Lesson
30-60
Whole group standards-based lesson
Review/ Assessment
10-30 Minutes
Review important concepts
Reflect or Assess
Guided Math
20-30 Minutes
Small group reteach, conferencing &/or extension
Collaborative problem-solving
Center Activities
Manipulative discovery and connections
Total Time
120 Minutes

61. Teacher Station: Teacher will work with homogenous group
Set up your 90 minute schedule
90 minutes
Teacher Station
Intervention
Station 3
Problem Solving
Station 2
Skills Practice
Station 1
Math Fluency
Whole
Group
Lesson
20 min
Whole Group
Wrap Up
10 min
Teacher Station: Teacher will work with homogenous group
for 20 to 30 minutes each.
Content Material
can be used at
any station.
Struggling
Emerging
On Target

62. Guided Math Think-Aloud Core Lesson Review/ Assessment Total Time40
Minutes
Small group reteach, conferencing &/or extension
Collaborative problem-solving
Center Activities
Manipulative discovery and connections
Think-Aloud 15
Model thinking process for problem solving & test-taking strategies
Core Lesson 20
Whole group standards-based lesson
Review/ Assessment
Review important concepts
Reflect or Assess
Total Time
90 Minutes

63. Whole Group Mini Lesson
Math Energizers
5-7
Minutes
Review and Practice
Whole Group Mini Lesson
7-10 Minutes
Whole group standards-based lesson
Work
Time
30-45
Small guided math group
Individual math interview or conferencing
Workstations
Share
5-10 Minutes
Discuss Major Takeaways
Writing Response
Total Time
70-75 Minutes

64. minutes min Whole Class Lesson Introduction (would include Math Message and or review and a brief introduction of the days lesson) min  Group Rotations
Group 1
Group 2
Group 3
Group 4
1st Station
Meet with
Teacher
Math
Games
Card Game
Individual
Work
2nd Station
3rd Station
4th Station

65. Sample Guided Math Schedule With 3 Day Workshop Format
Activity
Component
Monday
Activating Strategy
Preassessment
Problem Solving
Think-Aloud
Prep for independent
work
Introduce New Games
Whole Class
Tuesday
Read-aloud
Independent
work/conferencing
Guided Math Group 1
Workshop
Conferencing
Small Group

66. Sample Guided Math Schedule
Day
Activity
Component
Wednesday
Problem challenge
minilesson
Independent
work/conferencing
Guided Math Group 2
Whole Class
Workshop
Conferencing
Small Group
Thursday
Guided Math Group 3
Guided Math Group 1

67. Sample Guided Math Schedule
Day
Activity
Component
Friday
Math Huddle
Create class chart to post in classroom for reference
Whole Class

68. 60 Minute Model Whole group mini-lessons=15 minutes
One work station= 15 minutes each
One work station= 15 minutes each
Math talk follow-up=15 minutes
In this scenario, there are only two work stations a day requiring two days to see each student in small group.

69. Who is doing what and when…
What is the teacher doing?
What are the students doing?
Prior to Guided Math
Updating stations
Determining schedule
Making materials accessible
They are not present
Mini Lesson at the Beginning
Review/introduce work stations and expectations
Review/introduce new math concept
Listen to students explain their thinking
Attend to the adult
Using math talks to share ideas and strategies
Work Stations
Observing/Assessing students
Leading differentiated small group instruction
Focusing on station task
Explaining math thinking to one another
After Guided Math
Facilitating discussion
Sharing what they learned

70. What is your preferred Math Schedule model?
Think
Share

71. Please work with your colleagues to continue to develop your action plan for implementation.

72. Other Action Plan Considerations
Decide on rules and routines
Set up groups
Create a schedule
Decide on the focus content strand
Decide on the mathematical practices that you will highlight
Plan group and mini-lessons
Design workstations
Put an accountability system in place

73. Please be sure to fill out the evaluation form and leave it on the table.
Feel free to contact me:
Rob Stephenson
STEM Consultant
Ingham Intermediate School District