1. Deborah Kramb Pitner Elementary School November 2009 Based on the resources provided by the Cobb County District K-5 Math Coaches

2. Building a Bridge: Reading and Math Instruction From the article by Marilyn Burns Talk at your table: What does good math instruction have in common with good reading instruction?

3. ToWith By

4. What types of lessons would I see in a balanced mathematics classroom? Direct instruction? Whole group / mini-lesson? Independent practice/workstations? Cooperative learning? Conferencing? Assessments?

5. So, what exactly is Guided Math?  Fill in your frayer with discussion from your tablemates. HEY!

6. Create: A Numeracy-rich Environment “As Students see numbers and math related materials throughout the classroom and participate in real-world, meaningful problem solving opportunities, they see the connection between mathematics and their own lives.” Success with guided math…Step one

7. What is Guided Math?  Defined: Guided Math is one component of a balanced mathematics program that includes students learning in small flexible groups based on instructional level and students working in appropriate standards- based workstations.

8. Daily Math Rap 15-20 Minutes Review and Practice of the GA Performance Standards Hook/ Activator 10-15 MinutesWhole group standards-based lesson Work Time 35-45 Minutes Small group lessons, re-teach &/or extension Conferencing Collaborative problem-solving Workstations Manipulative discovery and connections Summary 5-10 Minutes Review important concepts Reflect Total Time 75 Minutes

9. What does Guided Math look like?  Includes:  Small group focused, differentiated lessons with the teacher  Workstations based on the standards  Students working independently, in groups, and/or with teacher  Teacher formally and informally assessing student progress  A part of math instruction 2 or more days a week

10. What is the teacher doing? Teaching a group. - Differencing instruction - Understanding thinking - Assessing Floating: Allow yourself to be free to facilitate the student’s work and engage students in meaningful conversations about what they're learning. It's a great time to:  take anecdotal notes;  work on-on-one with students who are struggling (academically or socially, because you'll have the time to help solve disputes and model social problem solving skills)  challenge high-achievers who are easily bored  model logistical thinking and encourage discussion (connecting words and math is difficult for many students);  assess children individually in a meaningful scenarios  provide regular math fact practice in a fun way kids will look forward to

11. Management Numeracy-rich environment  Whole group and small group rules and routines  Teacher accountability plan  Student accountability plan

12. Lesson planning  Think how you note differentiation in guided reading?  Discuss with your table how you could do that with your math plans. Guided practice in small groups – tiered lessons (with) Group I (Each group 15 minutes) Group 2 Group 3 Lesson Plan: Mini-lesson: (10 minutes) Standard/Essential Question: Connections to past learning: Explicit Instruction (TO):

13. Student Work Time Independent practice or workstations “By” These are the groups who are expected to work independently (15 minutes) Independent practice: The practice to follow up the guided group work with the teacher – it could be a workstation activity or a relevant workbook/teacher created work page. Workstation(s): activity to practice “standard to be maintained” or to build fluency Collaborative activity Game Problem solver Computer work Review and Share (5 – 10 min.)

14. Getting Started: How do I set up my groups?  Initially based on the Pre-IMI Analysis by standard  Group according to analysis of standards not the total missed  May have 2-4 groups  Groups can/should change regularly based on changing student understanding

15. Guided Math Workstations  Set up around the room on desks, tables, or bulletin boards (remember technology)  Put in tubs and placed on students’ desks  Based on concepts to maintain and/or concepts to learn  Should access all levels of Bloom’s

16. Guided Math Students...  Keep work in progress in a folder  Keep a record of which workstation they complete  Place any finished products in their workstation folder or station basket  Are accountable for keeping up with workstation work, recording the completed workstation, and producing quality work

17. Guided Math Teachers...  Set up standards-based workstations based on student need  Lead whole group discussion about the workstations at least once a week  Develop a system for recording what the students are doing in the workstations  Set expectations for behavior and routines

18. How do I get started with workstations?  Decide on workstations:  GPS concepts to maintain  Practice of skills being taught  Using Multiple intelligences  Fluency building activities  Be sure the workstations are authentic, standards-based activities and not “busy work”.  Create a planning system and a student log

19. Ideas for Workstations  Technology: Smartboard, computer sites, First in Math  Standards-Based Games: card games, dice games; homemade or store-bought  Problem Solving: “Story problems”, Logic problems, Problem-Solving Deck, Tiered problem solving from Think Math  Math Journals/Notebook activities  Fluency Building Activities: timed tests, flash cards, etc.  Guided Manipulative Exploration: geoboards, measurement, base ten blocks. Brainstorm some ideas for workstations from things you already have. Be ready to share!

20.  Math Journal Quick Writes  Discussion  Understanding Check: -Thumps up, thumps down -Final Countdown, 3-2-1, Ticket out the Door  Review and answer essential question  Math Chair or “Hot Seat”: -Could use sample math journal prompts for students to respond to  Connect learning to the essential question and standard Summarizing the Lesson

21. Remember: model, model, model!  Remember to … Model workstation activities as part of mini-lesson or in small group.  Remember…Students need lots of time to master the rules of a game so they can focus on the math skills, determine patterns and strategies, and engage in higher-level thinking discussions.

22. What Now?  Decide on rules and routines  Set up groups  Create a schedule  Develop accountability form  Plan group and mini-lessons  Design workstations

23. Math Workstation Resources  Laura Candler Laura Candler  MathWire MathWire  Georgia Standards.org: Math Frameworks Georgia Standards.org  Public Schools of NC: Problem-Solving Decks Problem-Solving Decks  NCTM Illuminations NCTM Illuminations  Cobb Math Blog Cobb Math Blog  Cobb Math Links List Cobb Math Links List  Plug Into Mathematics Plug Into Mathematics  WESTEST Prep Page WESTEST Prep Page  Teams Educational Resources Grades 3-5/Function Machine Agebra, Geometry and Numbers Grades 3-5/Function Machine Mrs. Powell’s Math Tubs Explanation Marcia’s Math Tub Fun Mrs. Meacham’s Math Tubs Resources You Already Have 1. Standards-based CDs and board games 2. Think Math (came with new math resources last year) 3. Investigations 4. Everyday Counts/Partner Games 5. Exemplars

24. Special Thanks To:  Cobb County Math Coaches, Ashley Kirby of Area 6 and Susan Feathers of Area 4 for sharing resources Questions and/or comments? Deborah.kramb@Cobbk12.org