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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 MathIntroduction
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 67teu 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 EducationCreating 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 69Name: 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 EducationName: 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 nmName: 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 EducationCreating 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 3Creating 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 EducationStrategies 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 89Strategies 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 EducationStrategies 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 EducationTarget 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 Blanke4,4,5 55
4°;4/5°5ILO
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 AWaOOs 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
122CLOCKOMINOES
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.
25CLOCKOMINOES
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 comWhat’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.