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What Is Guided Math? “All students shoutd have the opportunity and the support necessary to learn significant mathematics with depth and understanding. There is no Conflict between equity and excellence.” = NCTM, 2000 Golde mah ia straciued, pescical way of matching muh infraction othe neo Senne feamning and inderoanding tntematics nad 7 aaa is capable of recognizes that, do mathematics at varying rates of development and over time. Guided math provides each student with an opportunity fo ptcpat in s amall-group ‘etn, when toe teacher can tailor mata neg epee mst The goal of guided math sto asst students in using reasoning and logis wel as, basi ls fo solve mathematical problems independently and accuraely. This sende student ina guided math the teacher for him to not only use the strategies and skills he Imows in order to solve new ‘new about the process that he will be able to employ on his own. In time the student will be able to extend his repertoire of problem- solving sieges to solve new problems succesfully on his own, becoming an Guided math sedons oun bo condaced a tbe, on the for, at a small group of student desks. The students are chosen and grouped by the teacher’s careful formative assessment of her students’ similar needs. As students’ needs change so does the composition of the guided math groups. The teacher meets with her guided math _gr0ups two or three times a week, choosing to work with low progress students as often. ‘as possible, After the guided math group has worked on the problem, the teacher brings the group {ager fo sare tein and strategies used to solve the problem, Here se Proposed teaching sequence for a guided math session: How to make a Burrito Book — Step 1 Fold Zor more ‘sheets of blank papar in half. fold hore—> ‘Stop2 cuta fe" x2" (approximately) notch from each ‘end of tho folded ‘odo. Then unfold. ‘Stop 3 Fold 2.0r mora additional sheets ‘of blank paper in half, ame as in ‘Stop 1. ‘step 4 Guta 14" doop notch from tho Ccontar of the ego, ‘sotha longth ofthe notch matchas tho longth ofthe uncut portion In Step 2. ‘Thon unfold. ‘Steps Foll the unfolded sack from Step 2. Stop 6 Slide the rolied stack half ‘way through the slotiod stack rom Stop 4, ‘Stop? Allow the roll to unroll to ‘form a Burrito Book. Introduction Components of the Guided Math Framework The Guided Math framework offers teachers the instructional flexibility they need to create a rich mathematical learning environment in their classrooms. Teachers are able to promote deep mathematical understanding an¢ computational fluency while differentiating instruction to meet the diverse needs of their students. With this framework, teachers identify the instructional needs of their students through a wide range of assessments—formative and summative, formal and informal—and prescriptively address those needs through a combination of whole-clas instruction, small-group sessions, Math Workshop, and individual conferences within a classroom environment supportive of mathematical literacy. Seven Instructional Components of Guided Math 1. Classroom Environment of Numeracy 2. Math Warm-Ups and Calendar Board Activities 3. Whole-Class Instruction 4. Guided Math Instruction with Small Groups 5. Math Workshop 6. Individual Conferences 7. An Ongoing System of Assessment Used in combination, these components allow teachers to implement research-based best practices in their classrooms that support the mathematical learning of all students according to their unique needs (Sammons 2010a). © Shell Education +#50531—Strategies for Implementing Guided Math Introduction Putting It into Practice Guided Math is a flexible framework for instruction that when implemented may well vary from week to week and from classroom to classroom. There are many different ways teachers can plan instruction to meet the needs of their students. To some extent, choices will depend on the teaching style of individual teachers. Some teachers may choose to use a standard schedule that can be adjusted whenever it best suits student learning. Other teachers may create unique schedules each day in order to deliver instruction in the most effective way for their students. The flow chart on the following page demonstrates how the components of Guided Math may work in a mathematics classroom. The environment of numeracy is an overarching component that impacts students throughout their instructional day. Math warm-ups and/or Calendar Board activities can be completed at the beginning of the instructional day/class period or as a transition into mathematics instruction. Whole-class instruction, small-group instruction, and Math Workshop offer teachers options for delivering instruction. One-on-one conferences with students provide teachers with the opportunity to offer individualized instruction and conduct informal assessments. Formal and informal assessments can be conducted during any component of Guided Math, giving teachers feedback on the effectiveness of their instruction in order to guide reteaching and future instruction, 20 +¥#5053!—Strategies for Implementing Guided Math © Shell Education {Creating a Classroom Environment of Numeracy Strategies for Building Vocabulary with Math Word Walls Mathematics is constructed upon a foundation of a shared, commonly agreed upon vocabulary (Sammons 2010a). Its precision allows mathematical ideas to be expressed and shared, Few students enter school with the vocabulary necessary for expressing mathematical concepts or even their own mathematical thinking. Make vocabulary development a cornerstone of instruction to support students as they learn to communicate mathematically. Research clearly documents the value of explicit vocabulary instruction for increasing the comprehension of new content (Marzano, Pickering, and Pollock 2001). A Word Wall is a bulletin board display of vocabulary words grouped together by content. Use a Math Word Wall to introduce new essential mathematical vocabulary. Refer to it frequently during instruction and use it for vocabulary games Creating and Using Math Word Walls Consider these tips for creating a Math Word Wall: * When choosing words for a Math Word Wall, consult the math standards for the grade level. Be sure to include and teach the specific language of the standards. It may be necessary to add some words from the previous grade level's standards to reinforce student understanding of terms that may have been forgotten. ‘+ Mount targeted gradeJevel-specific math words on a bulletin board or wall where they can be seen easily by students. + If space is limited, mount words on a tri-board display that can be moved to various areas of the classroom and stowed, if necessary. Or make Math Word Rings. For each table or group of desks, place math word cards on a metal ring for easy reference. In addition, you may choose to have students maintain a Math Word Folder in which they record the math words being added to the Word Wall. + Add words as they are introduced to students so they are meaningful and are used in context. Include the word, a brief, student-riendly definition, and a nonlinguistic representation, + Consider having students design the word cards for the Math Word Wall to increase their sense of ownership. * Actively use the Word Wall as an instructional tool. Refer to it often. Praise students when they use it. Encourage them to assume responsibility for checking the Word Wall when they need to find a mathematical term to use when speaking or writing. * Reinforce students’ math vocabulary knowledge by creating tasks or games that involve the Math Word Wall. For example, ask students to write down all of the words that are related to multiplication, and then have them discuss why they chose those words. (© Shelt Education #50531—Sirategies for Implementing Guided Math 67 teu Environment of Numeracy Math Word Wall BINGO Grades K-2 Math Word Wall Sample Lesson Overview) Procedure Students choose words from 1. Have students work in pairs to review the the Math Word Wall to write .¢ meanings of the words on the Math Word Wall. on their BINGO cards. Once the cards have been filled in 2 Choose a Math Word Wall BINGO Card by students, the meaning for } (pages 70-72) that is appropriate for the grade one of the words is given. If or readiness level. Distribute a blank BINGO that word is on a student's card to each student, Ask students to write a card, a marker may be placed word from the Math Word Wall in each blank onit, This continues until a space on the card. student covers an entire row or column and is the winner, 3 Provide BINGO markers for students to use Je during the game to cover the words whose Standard definitions have been called. Som a 4 When all cards have been filled in, read the definition of one of the words from the Math Word Wall. If that word appears on their Materials ; 7 © Math Word Wall BINGO cards, students place a marker on it. Cards (pages 70-72) Continue until students have covered an + BINGO markers (plastic Je entire row or column with markers and called counters, buttons, or out “BINGO.” other small objects) Ask these students to read out the words they * Math Word Wall }@ have covered as you check to be sure the * Definitions for the Math definitions for each word have been given. Word Wall words Have students exchange cards and play the © game again. 68 +#50531—Strategies for Implementing Guided Math © Shell Education Creating a Classroom Environment of Numeracy Math Word Wall BINGO cm, Differentiation Need for Rebuilding of Foundational Knowledge Allow these students to consult vocabulary notebooks in which they have recorded the meanings of the Math Word Wall words. Need for Additional Challenge Have these students play the game together as a group. Instead of the teacher calling out the definitions, one of the students is the caller and must come up with definitions in his or her own words. Students take turns being the caller. English Language Learners Provide each student with word cards for each word that include the word and a nonlinguistic representation of the word that they can refer to as they play the game. Ifneeded, the teacher can hold up this representation as he or she gives the meaning of the word. © Stell Education #50531—Strategies for Implementing Guided Math 69 Name: Date: Math Word Wall BINGO Card 1 Directions: Cover a column to win the game. Math Word Wall BINGO 70 4#50531—Surategies for Implementing Guided Maih © Shell Education Name: Date: Math Word Wall BINGO Card 2 Directions: Cover a row, column, or diagonal in any direction to win the game. Math Word Wall BINGO © Shell Education #50531—Strategies for Implementing Guided Math nm Name: Date: Math Word Wall BINGO Card 3 Directions: Cover a row, column, or diagonal in any direction to win the game. Math Word Wall BINGO 72 4#5053}—Sirategies for Implementing Gutded Math © Shell Education Creating a Classroom Environment of Numeracy Think Like a Math Detective Grades 3-5 Math Word Wall Sample Lesson Ovarviea. Procedure Students are encouraged to 1 Have stuclents work together in pairs to use what they know about © review the meanings of the Math Word the Math Word Wall words Wall words. as they are given clues that will lead to one of the posted 2 Introduce the task by telling students they words. The task differs from © will be “Math Detectives,” using what they ariddle in that students give know about mathematics and the clues you a response after each clue. give them to identify a word on the Math In addition to students in Word Wall. Discuss the fact that some of the grades 3-5, mature second- clues may refer to more than one word on grade students may be able the wall but that only one word will match all to play this game. It is also the clues. appropriate for students in grades 6-8. 3. Choose a word that can be described by a Je number of different clues. Compose four to Standard six clues to give students, beginning with a general clue that might apply to several words Uses level-appropriate ; and then moving toward more specific clues vocabulary : that narrow it to fewer and fewer words until Material the final clue clearly identifies the word. Math Word Wall 4. Have students take out a sheet of notebook paper anda pencil. Ask them to number their = = papers with the number of clues you have created. Give the first clue, and ask students to record the word to which they think the clue refers. Remind them that at this point, there may be several words that match the clue, but they must choose one. Tell them that with each succeeding clue, they must also keep in mind the previous clues that have been given. The word you have in mind can be described by all of the clues. They should ( not go back, however, and change a word they . have already recorded © Shell Education #50531—Smategies for Implementing Guided Math 3 Creating a Classroom Environment of Numeracy Think Like a Math Detective (io) Continue to give clues one at a time, having le students record their guesses after each clue. 6 Once all clues have been given, ask a student ‘e to share what he or she thought the Math Word Wall word was. Have the class consider each of the clues to cletermine whether that word fits them all. Discuss why it does or does not. If it does not, ask another student to share his or her choice and check it until the class discovers the word that fits each and every clue. Example: Math Word Wall word: square Clue 1: This word is related to geometry. Clue 2: # names a plane figure. Clue 3: It is @ polygon. Clue 4: It is also a quadrilateral. Clue 5: ft has two sets of parallel sides. Clue 6: /t has four right angles. 74 150531—Strategies for Implementing Guided Math Differentiation Need for Rebuilding of Foundational Knowledge Have students work in pairs and consult vocabulary notebooks they have created in which they have recorded the meanings of the Math Word Wall words. Need for Additional Challenge Have each student choose aword and create a set of clues. Then, they take turns giving the clues to the other students in the group, following the directions described above. English Language Learners Provide each student with word cards for each word that include the word and a nonlinguistic representation of the word that they can refer to as they play the game. If needed, the teacher can hold up a representation of each clue, for example, an illustration of parallel lines or of a right angle. B © Shell Education Strategies for Math Warm-Ups Math Warm-Ups with Problems of the Week (com) Sample Problems of the Week Sample Problems of the Week are provided below. Jan has 3 coins. Maria has 2 coins. The value of the coins each girl has is 3 the same. What coins could they be? Farmer Jones has chickens, cows, and horses on his farm. Altogether, the animals on his farm have 20 legs. How many of each animal might he have? Ravi had some baseball cards. He gave his best friend Andrew some of cards. He has 26 cards left. How many might he have started with, and 3 how many might he have given away to Andrew? Jarvis plays on a baseball team. In the past 3 games, he hada total of 6 hits. How many hits might he have had in each of the 3 games? Allie wants to build a dog pen for her puppy. She has 30 feet of fencing material. What size pen could she build? Tomas saved his allowance until he had $20.00. If he saved all of his allowance each week, what might his allowance be, and for how many. weeks might he have saved it? What number could you subtract from 678 to make it divisible by 10? You are building a pen for your dog. You have 100 feet of fence in 5-foot sections. How can you put up the fence so that it gives your dog the maximum amount of space to run? Mai added together 3 prime numbers and 2 composite numbers to get a 5 numbers could she © Shell Education £50531—Strategies for Implementing Guided Math 89 Strategies for Math Warm-Ups What's the Question? Grades 3-5 Sample Math Stretch Overview Students practice applying the strategies of asking questions and making inferences to solve mathematical problems. By asking students to generate questions that can be answered rather than answer one given question, students’ thinking is extended. Standard Uses a variety of strategies to understand problem situations Materials * What's the Question? Chart (whatsthequestion.pdf) * Chart paper ¢ Markers * Sticky notes (optional) aan 110 Procedure 1 2. #50531 —Strategies for Implementing Guided Math Display the What's the Question? Chart (whatsthequestion.pdf). For nonreaders, assign a designated reader or use an audio recording of the directions. Have each student read the problem scenario and generate an original question that can be answered by the facts given in the story. Students will place their questions and initials on sticky notes to add to the chart or write their questions and initials directly onto the chart paper. (See the What's the Question Sample Chart on page 114.) i When all students have completed the task, call them together for a Math Huddle and ask students to provide reasonable answers to their questions as well as explain what information from the problem was necessary to answer the question. © Shell Education Strategies for Math Warm-Ups What's the Question? Sample Chart What's the Question? Chart Read the following story. Think of a question that is not already on the chart and that can be answered given the facts in the story. Write your question on a sticky note with your initials and add it to the chart. Mrs. Solomon just moved to a new apartment. She has boxes everywhere. Each of the two bedrooms has 10 boxes in it. The living room has another 15 boxes. The kitchen has 5 boxes. She would like to have the boxes unpacked within 4 days. How many boxes How many boxes does she have to Which room or does Mrs. Solomon unpack each day to rooms have the have altogether? have all the boxes most boxes? ( eS unpacked in 4 days? RT If Mrs. 101 Peres ‘When she unpacks a ‘the boxes from the ccan you use to find iapbapse 8 boxes, what how many boxes suletieaena percentage of are in the two c if the boxes will be boxes will the bedrooms? eee unpacked? living room? st What operations How many boxes After the first day, does she have to she had unpacked 10 unpack to have percent of the boxes. unpacked half the How many boxes are boxes? left to unpack? 14 450531—Strategies for Implementing Guided Math © Shell Education Target 100! 4 1 deck of cards: Remove the 4 Kings and the Jokers. In this game Aces are ones, ! Queens are Zero and Jacks are Wild Cards. Discard the Kings. Or use digit cards: 4 of each digit 0 to 9 and 4 “Wild Cards". 4 Target 10, 100 or 1,000! Record Sheets (addition) \ Play alone, with a partner or in a group. 4, Deal out 6 cards to each player. 2. Use any four cards to make two numbers: for example 3 and 4 make 34 or 43. Wild Cards can be used as any digit. Try to make numbers that create a sum that is as close to the Target 100! as possible. 3. Write these two numbers and their total on your Target Record Sheet. Example: 33 + 66 = 99. 4. Calculate your score. Your score is the difference between your sum and 100. Example: I your sum was 99, your score is 1. If your total is 105, your score is 5, 5. Put the cards you used in a discard pile. Keep the two cards you did not use for the next / round. i 6. Deal 4 more cards to each player. Make more numbers that come lose to 100. When you run out of cards, shuffle the discard pile and use them again. 7. Total your scores for the five rounds. Five rounds is one game. f you are playing with a partner or team the player with the LOWEST score wins! Differentiation: If you play Target 10! deal 4 cards. If you play Target 1,000! deal 8 cards! Target Zero! You need: % 1 deck of cards: Remove the 4 Kings and the Jokers. In this game Aces are ones, Queens are Zero and Jacks are Wild Cards. If you cannot use decks of cards, create digit cards: 4 of each digit 0 to 9 and 4 “Wild Cards" ‘ Target 0! Record Sheets (subtraction) Play alone, with a partner or in a group. 1. Deal out 8 cards to each player. 2. Use any 6 cards to make two numbers. Example: 7, 3, and 6 could make 736, 763, 363, 376, 637, 673. Wild cards can be used as any digit. Try to make two numbers that, when subtracted, give you a difference that is close to the Target 0! 8. Write these numbers and their difference on the Target 0! record shest. Example: 742 — 737 =5. The difference Is your score. 4, Put the cards you used in a discard pile, Keep the two cards you did not use for the next round. 5. Deal 6 more cards to each player. Make two more numbers with a difference near the Target 0! When you run aut of cards, shuffle the discard pile and use them again. 6. After 5 rounds, total your score. If you are playing with a partner or team the player with the LOWEST score wins! Differentiation: You can play with two-digit numbers but deal 6 cards or 4-digit numbers but deal 10 cards! Adapted trom TERC Investigations Classic published by Dale Seymour ©2013 Blanke 4,4,5 55 4°;4/5°5 ILO ILO Wild Card Wild Card Wild Card ‘Target 10, 100 or 1,000 Name Score Soin erat aac ancce gece see see Roond2; 2 Motard a aeaeeszccse ance geen ROU CL ae eeeener eae eee een SRcrinnd is eee eed ee are eee Target 000 Total Score Name Score cuanye Vase ssc cence reset Rane sss seep eae cuir css SeCE pS Round4; 0 _ #_ Round Sguscune aaaases et eu as Target 100 Total Score Name Score Round 1: + = Round dec ee Round gejscseceeceeeeae = Round 4: + = Round 5: + = Taree 10 Total Score Barbara Blanke 120 Der A WaOOs TV.LOL aavo am ol N N * a oO quoos SII OIE T adus|[eyo i00T 393121, Target Zero! Name Score Round 1: * = Round 2: “ Round 3: - | Round 4: - = i Round 5: = = Total Score Name Score Round 1; - = i Round 2: - i Round 3: - Round 4: ™ = if Round 5: - ~ Total Score Name Score | Round 1: “ ; Rotini yee eae ores Round 3: ‘ = Round 4: Round5: Total Score ©Barbara Blanke 122 CLOCKOMINOES LEVEL: Kindergarten - Grade 2 SKILLS: recognizing numbers 4 - 12, patterns, recognizing position of numbers on a clock, adding to 12, subtracting from 6 PLAYERS: 2 EQUIPMENT: one set of dominoes per player (remove the double blank), one gameboard per player (see reproducible) GOAL: To be the first player to fill in all "times" on their clock. GETTING STARTED: Each player turns their set of dominoes face down and shuffles them. To begin, Player One draws a domino, counts the total number of pips and finds the corresponding place on their clock. EXAMPLE: Player Two draws a domino from their own set, counts the pips and places it onto their gameboard. If a player draws a domino that cannot be used, it is set aside. Players continue to alternate turns until one player has completed their clock. [aI 3) s+a=0 This game could also be played as a solitaire activity. Players could be asked, "how many draws to complete your clock?" Instead of setting repeated numbers aside, players can stack on a number (domino), if itis repeated. For example, there may be several dominoes played on 6 and 7. Players count the total number of dominoes on their clock (when all numbers are finally covered) to answer this question. VARIATION: Grade 4 - 2: Players may either add or subtract their pips on any domino. EXAMPLE: 6+4=10 OR 6-4=2 Players choose one operation (+ or -) and play one domino. » » ’ ’ » » » » » » » ’ , ’ , ’ » » » , ’ , , , , , , , , To increase the level of difficulty, players may choose to multiply or divide. EXAMPLE 5+2=7 OR 5-2=3 OR 5x2=10. Players must choose and may cover only one space per turn. 25 CLOCKOMINOES a 9 “ORS? What’s Your Product? Materials needed: 2 number cubes, crayon, game board Players: 1 or 2 How to play: 1. Roll the number cubes and multiply the two numbers together. 2. Find the product of the two numbers on the game board and color in the circle. Then, write the multiplication problem on the line below. 3. Take turns or continue to roll until the game board is full. 4. The first person to fill his/her board wins. If playing solo, the game ends when the game board is full. If you roll and the product of the two numbers is already colored in, your turn is skipped. ‘A. Sehe ©2011 wor thedaiyeafe com What’s Your Product? ’A Benne 67011 www thedelveafecom @ -|©@ - |@/e- 1|@ 1®- 1@ 1@- @ 6 - “Fill Two" Game Directions Need: deck of decimal cards, 10 x 10 squares, 1 sheet per player, crayons or markers This game is played with a partner. 7 Mix the cards and place the deck facedown. Turn over the top four cards and place them face up in a row. . Player 1 chooses one of the face up cards, colors in that amount on one of the squares sheet, and writes the decimal number below the square. The goal is to shade in two of the squares as completely as possible. A player may never color in an amount that would more than fill a square, and may not split an amount to color in parts of two squares. . After one of the four cards has been picked, replace it with the top card from the deck. Player 2 then chooses one of the face up cards and goes through the same steps. .. Change colors for each turn so that the players can see the different decimal numbers. As the players write the number below each square, they use plus (+) signs between the decimals, making an equation that will show the total colored in on each square. ). Tf all cards showing are greater than the spaces left ona player's square, the player loses his or her turn until a card that he or she can use is turned up. . The game is over when neither player can play a card, Players add all of the numbers they have colored in on each square, and combine those sums to get a final total for both squares, The winner is the player whose final sum is closest to 2. Directions: Show the following decimal combinations on the squares below by shading in the amounts. Combine the decimals and write the equation below.