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Guided Math July 18, 2012 “Do things better than they have ever been done before.”

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Goals of this workshop Understanding Guided Math Framework Getting your campus team excited about improving student performance in MATH Getting Started with Guided Math

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2012 STAAR Raw Score Comparison Socorro ISD and State of Texas Data AssessmentGradeLanguage Version District Average Raw Score Total Points Available District Average Percent State Average Raw Score State Average Percent Math3E294663%3065% Math3S234650%2759% Math4E314865%3267% Math4S254852%2858% Math5E345068%3468% Math5S295058%2652%

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Data Implications: The WHY As a table group answer the following questions. Chart your responses using Concrete, Pictorial and/or Abstract representations. 1. What is the difference between TAKS testing and STAAR testing? 2. What was different from being a TAKS teacher to a STAAR teacher? 3. What data supports your responses?

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So what is Guided Math?

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BETTER Math Instruction Definition in your own words? What it is not? What does a student experience? What does a teacher experience?

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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

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-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

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Problem of the Day Use base-ten blocks to solve the problem. Jesse has 76 toy soldiers. Diego gave him 15 more. How many toy soldiers does Jesse have now? a) What do you need to find out? b) What operation did you use and why? c) Write a number sentence to show how you solved the problem. Label your answer. Morning Math Warm-Ups/Calendar Board Activities minutes

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Your Age By Chocolate Math 1. First of all, pick the number of times a week that you would LIKE to have chocolate (more than once and less than ten). 2. Multiply this number by 2 (just to be bold). 3. Add Multiply it by If you have already had your birthday this year, add If you have not already had your birthday this year, add Now subtract the four digit year that you were born. You should have a three digit number. The first digit is your original number (how many times you want to eat chocolate each week). The next two numbers are: YOUR AGE! Morning Math Warm-Ups/Calendar Board Activities minutes

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Calendar Board Activities Morning Math Warm-Ups/Calendar Board Activities minutes

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Whole Class Instruction minutes Today’s Goal: 3 rd Grade Unit 1-Place Value Collaborate with your table group to study the IFD and create a lesson following the Guided Math Framework

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IFD- 3 rd Grade Math Unit 1: Place Value Guided Math Component Unit 1: Place Value Classroom of Numeracy Math Warm-Ups Whole Group Lesson Math Workshop/Small Group Instruction Ideas Ongoing Assessment Whole Class Instruction minutes 7 Components of Guided Math

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Math Workstations Math Work StationTask Station #1Effective Math/Reading Instruction Comparison Station #2Problem Solving: Create a poster that will advertise what your campus is going to do to improve math instruction. Station #3Vocabulary: Complete a vocabulary scavenger hunt using Math Work Stations Station #4Skills Practice: Fluency Game Station #5Intervention: Glass Half Full Guided Math Instruction/Math Workshops/Individual Conferences

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Math Stations Schedule GroupRotation # 1 Rotation # 2 Rotation # 3 Rotation # 4 Rotation # 5 Trapezoids Station #1Station #2Station #3Station #4Station #5 Circles Station #2Station #3Station #4Station #5Station #1 Triangles Station #3Station #4Station #5Station #1Station #2 Squares Station #4Station #5Station #1Station #2Station #3 Rectangles Station #5Station #1Station #2Station #3Station #4 Guided Math Instruction/Math Workshops/Individual Conferences

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Station #1 Most Effective Math/Reading Instruction Comparison Create a Venn Diagram and compare and contrast the most effective Math AND Reading instruction that is occurring on your campus. Please work in pairs and use the supplies provided

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Station #2 Problem Solving: Create a Poster Think of the following questions in order to create a poster that will advertise how your campus will improve Math Instruction this upcoming school year. 1. What resources do you already have available on your campus? 2. What qualities should be a non-negotiable in a Guided Math Model classroom? 3. What should a successful student experience during a quality, rigorous Tier 1 Math lesson?

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Station #3 Vocabulary: Complete a vocabulary scavenger hunt using Math Work Stations Use Debbie Diller’s Math Work Stations to complete the following chart in your ISN, under the Guided Math training tab. Please work in teams of 3-4, everyone should complete this chart in their own ISN. TermDefinition (in your own words) Pictorial Representation List one way this impacts Guided Math Math Work Stations Routines Scheduling Numeracy

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Station#4 Skills Practice: Fluency and Number Skills Please work in pairs, and choose one of the following to complete: Factor Race Math Game Or Daily Number Study (choose any number from )

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Station #5 Interventions At this station we will discuss possible measurable math interventions that can be used to address the needs of our At-Risk students. This will be a “teacher” led station

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Ongoing Assessment Are students ready to move on? How well did students master the curriculum? Does anything need to be retaught before instruction proceeds? How did the class as a whole perform? Guided Math by Laney Sammons

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Mix-Freeze-Group What information did you take away from the work stations activities?

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First 25 Days: Where to Start? Set up your routines Set up a classroom of numeracy Establish your groups (based on data) Create a 90 minute schedule Setting Up TEKS based workstations

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Classroom Spaces and Places Classroom Movement (transitions) Manipulative Usage Expectations for Cooperative Learning (Kagan Structures & Marcia Tate Strategies ) Calm Signals and Check in Discussion Set up your routines Set up your routines

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Set Up a Classroom of Numeracy Whole Group Area Small Group Instruction (Teacher Station) Math Workstations Area Organization & Storage of Manipulatives Problem of the Day (Daily) Math Word Walls Calendar Board Student/Class Created Charts

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Set up your groups Set up your groups CUM Folder Study 2012 STAAR Raw Data Pre-assess (BOY) Groups can/should change regularly Data based (CSCOPE Unit Assessments, Informal, Formal)

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StrugglingEmergingOn Target 90 minutes Content Material can be used at any station. Teacher Station Intervention Station 3 Problem Solving Station 2 Skills Practice Station 1 Math Fluency Whole GroupLesson20 min Whole Group LessonWrap Up10 min Teacher Station: Teacher will work with homogenous group for 20 to 30 minutes each. Guided Math Set up your 90 minute schedule

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Guided Math 40 Minutes Small group reteach, conferencing &/or extension Collaborative problem- solving Center Activities Manipulative discovery and connections Think-Aloud 15 Minutes Model thinking process for problem solving & test-taking strategies Core Lesson 20 Minutes Whole group standards-based lesson Review/ Assessment 15 Minutes Review important concepts Reflect or Assess Total Time 90 Minutes

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Think-Aloud 20 Minutes Model thinking process for problem solving & test-taking strategies Core Lesson 30 Minutes Whole group standards-based lesson Review/ Assessment 10 Minutes Review important concepts Reflect or Assess Guided Math 30 Minutes Small group reteach, conferencing &/or extension Collaborative problem- solving Center Activities Manipulative discovery and connections Total Time 90 Minutes

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TEKS Based Work Stations TEKS Based Work Stations TEKS based stations Rigorous Instruction Work space Accountability Scheduling Flexible Grouping Resources Exploring Math Mathematics Readers

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Ideas for Workstations Technology: IWB, computer, Ipads, Nooks, Laptops Standards-Based Games: card games, TCM. Problem Solving: CSCOPE Problem- Solving Math Journals Thinking Maps Fluency Building Activities: timed tests, flash cards, etc. Guided Manipulative Exploration: geoboards, measurement, etc. Math and Literature

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Benefits of Small Group Interventions “Effective Mathematics teaching requires understanding what students know and need to learn and the challenging and supporting them to learn it well”- NCTM,2000

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Targeted Small Group Instruction Math Intervention Video Research Student Understanding Decide What Is Needed Teach To Student Needs Link to the Future

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Closing Activity Feeder Pattern Collaboration Discuss the roll-out plan for your campus Doing things better than they have ever been done before!

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Training and Support MonthTraining Topic July First 25 Days of Instruction for Guided Math August Topic 1: Classroom Environment/Math Warm-Ups/Calendar Math September Topic 2: Whole Class Instruction and CSCOPE October Topic 3: Ongoing Assessment and Student Conferences November Topic 4: Guided Math Small Group Instruction December Topic 5: Math Work Stations

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