1. Guided Math Presented by Heidi Priestley

2. Principles of Guided Math All scholars can learn. A numeracy-rich environment promotes mathematical learning by scholars. At its best, learning 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 scholars ’ mathematical understanding grows. Ultimately, scholars are responsible for their learning. Sammons, L. (2009) Guided Math: A Framework for Mathematics Instruction. NY. Burns, M. (2005). “Looking at How Students Reason,” Educational Leadership, pg. 26-31.

3. How the Classroom Environment Supports Numeracy “ Environments rich in mathematical opportunities for children are essential if we want our children to develop a thorough understanding of mathematics. ” - Marilyn Burns How do we create a math-rich classroom environment? Turn and talk about math concepts Investigate Word wall Calendar Math partners Math journals 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) Whole group instruction Non-workshop days could be entire block Workshop days – 10-15 minute mini-lesson Math Groups for: Small group instruction/Conferencing Independent practice Center activities or “ choices ” Reflection – to bring closure and understanding to concepts learned. Assessment for learning and data to drive future instruction.

5. Sample Schedule 9:00-9:15Warm-up or morning stretch (on desk or board when scholars arrive) 9:15-9:35Guided Practice – Mini-lesson Whole group setting Teach a mini-lesson on a particular concept Scholars participate 9:35-10:10 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) 10:10-10:15 Wrap-up Session Whole group setting Review problem of the day, share, collect work, etc.

6. Warm-up Number of the Day How many ways can you show a number? 25 (2 tens and 5 ones, 20 +5) What ’ s Next? 1,2,4,7,11,16, ___, ___, ___, Number Talk How did my family use math last night? Or Makes Me Think Of… Journal Write to a prompt: Place Value make me think of…

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 Dividing the instruction into simpler phases Breaking down the skill into smaller steps Providing a diagram or visual representation Use of math-related children ’ s literature

8. Effective mini-lessons: Scholar discussion is limited, guided and controlled. The connection is brief – scholars are reminded what has been learned to limit too much guessing about “ what you want to hear. ” The concept is delivered simply and reiterated often to avoid over-explaining. The concept is shown, modeled, and thought aloud. A familiar context is used to ready for problem solving because it builds a connection to concept already known. Active engagement is encouraged through class participation in discussion and questions so that the concept is understood.

9. How Guided Math Groups are Formed Grouped by ability on specific content The “ big ideas ” of the unit of study based on common core standards and needs of scholars is taken into consideration and determined. Formative tests, performance tasks, and observation of scholar work is also taken into consideration. Data is compiled. Strengths and deficits are then considered so that ALL abilities and learning styles are addressed. Math groups will be fluid/flexible! Name the groups Blue Amps, Orange Guitars, Yellow Saxophones, and Purple Guitars.

10. How Guided Math is Used With Small Groups New concepts are introduced. New skills are practiced. Manipulatives are worked with. Intensive and/or targeted instruction is delivered. Activities that will later become part of math work will be introduced and explained. Informal assessments conducted.

11. Philosophy and Rationale Please note that: “ Getting done ” is NOT take precedence over “ doing ” “ Finishing ” is NOT be more important than “ figuring out ” Our goal is for each and every scholars to feel challenged, yet supported in their mathematical learning! We want to lead scholars to have effective “ toolboxes ” of strategies for navigating the world of mathematics.

12. What is everyone else doing? Scholars are working independently, with partners pairs, or in small groups of scholars. “ Choice ” Activities/Selections include ” Math Technology - FASTT Math, BrainPop, IPODS, IPADS, Smart Board, along with various mathematical websites. Math with Someone – games or journal pages. Math By Myself – individualized math activities – various to support individual growth. Math Writing – writing about math thinking,

13. Organization of Learning Environment Each scholar has a management chart to show where they need to be. Math organization chart for entire class is posted. “ I Can ” statements for math activities are made. Seatwork table with group folders for differentiated assignments. Math Journal prompts hung on hooks in back of room by math word wall. Math manipulatives stored on back counter by math prompts and math word wall. Multiple tables for the teacher and scholars.

14. Math Journals Require scholars to organize, clarify, and reflect upon ideas – all useful processes that help make sense of mathematics. Support complete understanding of concepts. Reinforce math comprehension. Encourage use of diagrams. Used for documentation of processes, strategies, and solutions used by scholars. Prompts and/or problems presented to scholars are done so through use of task cards which are differentiated to meet the needs of each scholar.

15. Math Learning Activities: Games that have been introduced and practiced in teaching group or in mini-lessons. Experiences that provide opportunities for exploration and practice of skills mastered. Note: Games and learning activities only consist of previously taught skills or previous exposure.

16. Reflection Journal sharing. Review of Vocabulary. Answer problem solving questions. Share experiences. Share next day ’ s concepts.