1. Presented by Christina Goldner and Carla Wilson
Guided Math
Presented by Christina Goldner and Carla Wilson

2. Principles of Guided Math
All children can learn mathematics
A numeracy-rich environment promotes mathematical learning by students
Learning at its best 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 students’ mathematical understanding grows.
Ultimately, children are responsible for their learning
Laney Sammons, Guided Math: A Framework for Mathematics Instruction

3. Creating a Classroom Environment of Numeracy
“Environments rich in mathematical opportunities
for children are essential if we want our children to
develop a thorough understanding of mathematics.”
How do we create a math-rich classroom environment?
Turn and talk about math concepts
Investigate
Word wall -
Calendar
Math partners
Math journals
Elbow partners
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)
Pretesting – using data to drive instruction
Whole group instruction
Non-workshop days could be entire block
Workshop days – minute mini-lesson
Small group instruction/Conferencing
Workshop
Independent practice (anchor papers)
Center activities or “choices”
Assessment for learning

5. Sample Schedule for Workshop Day
8:50-9:10 Warm-up or morning stretch
(on desk or board when students arrive)
9:15-9:30 Guided Practice – Mini-lesson
Whole group setting
Teach a mini-lesson on a particular concept
Students participate
9:30-10:15 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)
10:15-10:20 Wrap-up Session
Review problem of the day, share, collect work, etc.

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

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
Setting the stage for Math Workshop
Dividing the instruction into simpler phases
Breaking down the skill into smaller steps
Providing a diagram or pictoral representation
Use of Math Readers on Smart Board or through Infocus
Use of math-related children’s literature

8. Tips for effective mini-lessons
Limit student talk – guided and controlled
Keep the connection brief – simply remind the class what has been learned to limit to much guessing about “what you want to hear”
State the teaching point simply and reiterate it – avoid over-explaining but repeat often
Demonstrate the math teaching point – show, model, think aloud
Use a familiar context for problem solving
Match the active engagement to the teaching point

9. How can I form my guided math groups?
Group by ability on specific content
Determine the “big ideas” of the unit of study based on standards and needs of students
Pretest, formative tests, performance tasks, observation of student work (must decide criteria for success)
Compile information
Look for strengths and deficits to determine teaching points for each group
Math groups should be fluid/flexible!
Name the groups
Coins, shapes

10. Using Guided Math With Small Groups
Introduce new concepts
Practice new skills
Work with manipulatives
Provide intensive and/or targeted instruction – reteach based on need
Introduce activities that will later become part of math workshop
Conduct informal assessments
Maximize effectiveness of co-teaching

11. Using Guided Math With Small Groups
Warning:
“Getting done” should NOT take precedence over “doing”
“Finishing” should not be more important than “figuring out”
We want each and every student to feel challenged, yet supported in their mathematical learning! Lead students to have effective “toolboxes” of strategies for navigating the world of mathematics.

12. What is everyone else doing? Math Workshop!
Independently, pairs, or small groups of students
Tiered practice (use our adopted resources)
Centers or “Choice” Activities
Math Games
Flashcards – IPODS?
Manipulatives
Math Journals – writing about math thinking
Technology – FASTT Math, BrainPop, YPP exercises, IPODS, Smart Board

13. Organizing the Classroom
Management chart to show who is at each station
BUILD Icons
“I Can” charts for math centers or activities
Seatwork table with group folders for differentiated assignments
Math Journal table (or bucket) with prompts
Table for the teacher and students
Math center activities – storage for each
Math word wall
Manipulatives available

14. Math journals Support complete understanding of concepts
Reinforce math comprehension
Encourage use of diagrams
Can be used for documentation or research and experiments during investigations and to record processes, strategies, and solutions
Use labels to print prompts or problems (warm-up/stretch/task cards)
Differentiate the questions to meet the needs of the students

15. Quote by Marilyn Burns
“Writing in math class supports learning because it requires students to organize, clarify, and reflect on their ideas – all useful processes for making sense of mathematics.”

16. Math centers or tubs Games – practiced in group or in mini-lesson
Procedures and routines MUST be established
Activities can provide opportunities for exploration and practice of mastered skills
Review of previously taught skills or previous exposure (should NOT be new)

17. Wrap-up Journal sharing Vocabulary review
Answer problem solving question
Share experiences