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Math Core 1 FoundationRob Stephenson STEM ConsultantIngham Intermediate School Districtrstephenson@inghamisd.org517-244-1242Which of these square numbers also happens to be the sum of two smaller square numbers? 16B. 25

C. 36D. 49

Stand up if you.Have traveled outside of North America.Are excited by the new school year.Have met a celebrity..Remain standing if you admire that celebrity.Plan to attend the MSU homecoming parade.Incorporate Guided Math/Math Workshop in your current practice.Want to provide better differentiated math experiences for your students.

Agenda:

9:00 Welcome, Learning targets & defining better math9:30 Foundational principles of guided math9:45 Guided math stations10:00 Exploring Math Core Lesson Resources10:30 Break10:40 Exploring Assessment Resources 11:25 Independent Stations & Fact Fluency12:10 Lunch1:10 Exploring Online Interactive Activities 1:45 Exploring Game/Center Resources2:20 Break 2:30 Guided math in action2:55 Sample schedules 3:15 Final Action Planning3:30 AdjournWhat are your goals for today?Learning Targets:I can describe the components and benefits of guided math modelsI can access resources for core instruction, assessments, online interactive games, and center activities that support my grade levelI can describe guided math schedule options and how to organize the classroom to support math workshopI can explain the importance of math reasoning with balanced procedural and conceptual math practice

Additional Goals:Learn collaborativelyDevelop an action plan for guided math implementation

Have some fun!

So what does better math look like?BETTERMath InstructionDefinition in your own words?What it is not?What does a student experience??What does a teacher experience?ISN activity.60 BPM musicShare using inside/outside circle6Plicker Pole TimeWhich of these square numbers also happens to be the sum of two smaller square numbers?

16B. 25

C. 36D. 49Why should we analyze our mathematics programs?78% of adults cannot explain how to compute the interest paid on a loan.

71% cannot calculate miles per gallon on a trip

58% cannot calculate a 10% tip for a lunch bill

Phillips, G. 2007

(And this college student should have had $16,000!)reach students at all levels of achievementprovide diverse methods of learningallow more opportunities for observation and communication by studentsencourage active engagement by studentsempower students9To more effectively teach math, we must9All children can learn mathematicsA numeracy-rich environment promotes mathematical learningLearning at its best is a social processLearning mathematics is a constructive processAn organized classroom environment supports the learning processEffective math programs include number talks, modeling, think alouds, and purposeful conversationsEffective math programs empower students with responsibility for their learning

The Foundational Principles of Guided MathAdapted from Principles of Guided Reading developed by Fountas and PinnellTurn and TalkTalk to your shoulder buddy about how math is taught in your building (think about the differences in classrooms & grade levels). Are these components part of the math instruction?

____ whole group instruction____ mini-lesson____ debrief____ small guided math group____ workstations

Guided MathInfrastructureConcrete (base-ten blocks, cubes, counters, etc.), Pictorial (model of thinking pictures, drawing, diagrams, tables) Abstract (number sentences, equations, expressions)Why is it important to incorporate each?12 Guided Math Common PracticesClassroom Environment of NumeracyMath Warm-up/Calendar BoardIndividual ConferencesOngoing AssessmentWhole Group, Small Group, & Math Workshop InstructionStudents learn in small differentiated flexible groups based on their readiness level Students practice with the teacher, with each other, and by themselves

So what does it look like?https://www.youtube.com/watch?v=XOjoG1Lxe1o

Reactions to the Video Clip

Questions?

Reflections?

Barriers?

Guided Math Stations:Generally, there are four rotations:Teacher tableIndependent workCenter/GamesOnline Interactive Practice

Teacher TableGuided Math StationsThis is where the teacher will do direct instruction on the concept from the core program, model it, and allow for the students to practice with guidance in their small ability groups.Teachers can introduce the core lesson in smaller homogenous groups17What are the benefits of small groups for that core instruction?Gives children the chance to develop their own strategies for solving problems.Supports differentiated instruction.Fosters student articulation about a problem.Provides opportunity to assess each students needs.

Guided Math Core LessonsWhat math program do you presently use?enVisionMathEveryday MathA collection of CCSS ResourcesOther

How can your current program be delivered in a guided math format?

My districts math program is aligned with the CCSS.TrueFalse

Lets Explore Core Math Resources

bit.ly/isdmath Math Core Lessons

Introduce Engage New York and Georgiastandards.org.22How could those resources support your current instruction?

In what standards does your current program fall short?

Lets take a 10 minute break.

Next well take a look at resources for Establishing Flexible groups.

Establishing Flexible Groups

Students can be grouped based on their mastery levels of goals/objectives, skills, concepts or strategies being developed. Flexible GroupingStudents move in and out of groups based on need. In geometry Parker could be in group 1 and in measurement he could be in group 5.

What formative assessment resources do you have to establish your flexible groups?

Table TalkHOW DO I SET UP THE GROUPS?BENSCREENERSBENCHMARK TESTQUIZZESINTERVIEWSCHAPTER TESTSTEACHER OBSERVATIONS

bit.ly/isdmath Assessing Resources

Analyzing Student Pre-TestGrade student pretestSort into four groups or stacks with like errors. These become the math groups.

Group 1Sort #3 Math - Computation vs. Concepts & Application

For this particular sort, we use the data from the AIMSweb mathematical measures. DIBELS currently has a math test. I have not used it, so I am not sure if you can use it for this sort. If there is a computation score and a concepts & application score, you can use it for this sort.

The first quadrant is for those students that are adequate in both computation and concepts & application. That is, the scores are above the 25th percentile (or 50th) in both computation and concepts & application. The second quadrant is for those students that are adequate in computation, but not adequate in concepts & applications. So they were able to score above the 25th percentile (or 50th) in computation. They were not able, however, to score above the 25th (or 50th) percentile on the concepts & application measure. The third quadrant is for those students that are not adequate in computation or concepts & applications. So these students scored at the 25th (or 50th) percentile or below on both computation and concepts & application. The fourth quadrant is for those students that are adequate in concepts & application, but not computation. This should be one of the smaller groups. These are students whose scores on the concept & applications are above the 25th (50th) percentile. Their scores on the computation portion are at the 25th (or 50th) percentile and below.

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Create your own Formative Assessments with Inspect Itembank50,000 CCSS items are already bankedWorking on performance items that are Smarter Balance (like)Depth of Knowledge and Blooms Taxonomy are notedAdd on cost is$1.50 per studentWhat formative assessments will you use to set up your flexible groups?

Independent Work

Students often complete the lessons paper pencil task in this rotation.What might students do when they finish?Guided Math StationsIm done.what should I do now?Fact Fluency (flash cards, fact triangles, Xtramath.org, digitwhiz.com)Vocabulary Station Math LiteratureMath JournalsWhat will students do when they finish their independent work station?

Lets Explore Fact Fluency Websitesbit.ly/isdmath Fact Fluency Practice Websites

Introduce Engage New York and Georgiastandards.org.34Math WorkshopStudents work independently, in pairs, or in groups.Procedures and routines must be established and practiced.Activities should provide opportunities for exploration or practice of mastered skills.The work need not be related to the work being done in small groups.The duration of each center is up to the teacher (typically 15-20 minutes per rotation).

Lets look at an implementation where the classes use enVisionMATH.35https://www.youtube.com/watch?v=IemfuBDS8b4Teachers Role During Guided MathAnalyze formative and summative student data to plan for instruction and flexible groupingDevelop a system for tracking student learningUse a new approach and strategies to teach small group instructionSet up standard-based work stations with a focus on problem solvingConference with students individuallyActs as facilitator

Students Role During Guided MathWork in small groups at different work stations and/or with teacherUnderstand the guided math scheduleAre accountable for producing quality workDemonstrate responsibility.

Time for Lunch

LU NCH

See you in one hour!Remember, one of the goals of Guided Math is to Empower kids.

How can this model do that?

https://www.youtube.com/watch?v=G0iXEIpgzNk

Online Interactive Practice

Carefully selected online activities can connect to your standard and still be fun.Guided Math StationsMy students have regular access to Internet connected devices.

TrueFalse

Online Interactive Game Resourcesbit.ly/isdmath Online Interactive Games

I use a SMART Board within my classroom.

True

False

Using a SMART Board as a Station

When trying to access premade SMART board activities, SMART Exchange is your best resource.

You can search by subject, grade level, keyword, etc.A lesson is put up on the board for small groups of students to be interactive with it.What will you use for a technology station during guided math?

What could be integrated if a technology station is not an option?

Ideas for WorkstationsTechnology (computer games, iPad tasks, calculators, SMARTboard activities)Fact Fluency Station (flash cards, Xtramath.org, digitwhiz.com)Games Problem Solving StationPlace Value Station (Base ten manipulatives)Measurement Station Manipulatives: geoboards, tangrams,Vocabulary Station Review and Practice StationMath LiteratureMath Journals

Centers/Games Station

Games can be collected and housed for students to choose from?Must the game relate to the days standard?Guided Math StationsLets Brainstorm Game and Center Ideas

What games/centers might you use?

Additional Games & Centers Resourcesbit.ly/isdmath Games & Centers Ideas

Game Swap

Consider one of your favorite games or centers that you like to include in your math instruction (or identify one that you found today) and describe it to the people at your table.

Lets take a 10 minute break.

Next well take a look at Guided Math in action, look at sample schedules, and, discuss tips on organizational strategies.

Work Stations Game ExamplesLower Elementary

https://www.youtube.com/watch?v=0X0pe72Sz3kExample templates to organize small group instruction

54Work Stations in ActionUpper Elementary

https://www.youtube.com/watch?v=oMUx-bc3E8EExample templates to organize small group instruction

55Thoughts about the examples?

Other questions?

56Lets look at some sample math schedules to determine what may suit you best.

57Guided Math Structure(the commonalities)Guided Math20-30 MinutesSmall group reteach, conferencing &/or extensionCollaborative problem-solvingCenter ActivitiesManipulative discovery and connectionsThink-Aloud10-15 MinutesModel thinking process for problem solving & test-taking strategiesCore Lesson

30-60 MinutesWhole group standards-based lessonReview/ Assessment 10-30 MinutesReview important conceptsReflect or AssessTotal Time120 Minutes59Think-Aloud10-15 MinutesModel thinking process for problem solving & test-taking strategiesCore Lesson

30-60 MinutesWhole group standards-based lessonReview/ Assessment 10-30 MinutesReview important conceptsReflect or AssessGuided Math20-30 MinutesSmall group reteach, conferencing &/or extensionCollaborative problem-solvingCenter ActivitiesManipulative discovery and connectionsTotal Time120 Minutes60StrugglingEmergingOn Target90 minutesContent Materialcan be used at any station.Teacher StationInterventionStation 3Problem SolvingStation 2Skills PracticeStation 1Math FluencyWhole Group Lesson20 min

Whole Group LessonWrap Up10 minTeacher Station: Teacher will work with homogenous group for 20 to 30 minutes each. Set up your 90 minute schedule61Guided Math40 MinutesSmall group reteach, conferencing &/or extensionCollaborative problem-solvingCenter ActivitiesManipulative discovery and connectionsThink-Aloud15 MinutesModel thinking process for problem solving & test-taking strategiesCore Lesson

20 MinutesWhole group standards-based lessonReview/ Assessment 15 MinutesReview important conceptsReflect or AssessTotal Time90 Minutes62Math Energizers5-7 MinutesReview and Practice

Whole Group Mini Lesson7-10 MinutesWhole group standards-based lessonWork Time

30-45 MinutesSmall guided math group Individual math interview or conferencingWorkstationsShare

5-10 MinutesDiscuss Major TakeawaysWriting ResponseTotal Time70-75 Minutes63

Group 1 Group 2 Group 3 Group 4 1stStation Meet withTeacherMathGamesMathCard GameIndividualWork2nd StationIndividualWorkMeet withTeacherMathGamesMathCard Game3rd StationMathCard GameIndividualWorkMeet withTeacherMathGames4th StationMathGamesMathCard GameIndividualWorkMeet withTeacher70- 95 minutes10-15 minWhole Class Lesson Introduction (would include Math Message and or review and a brief introduction of the days lesson)

15-20 minGroup Rotations

Sample Guided Math ScheduleWith 3 Day Workshop FormatDayActivityComponentMondayActivating StrategyPreassessmentProblem Solving Think-Aloud Prep for independent workIntroduce New GamesWhole ClassTuesdayRead-aloudIndependent work/conferencingGuided Math Group 1Whole ClassWorkshopConferencingSmall GroupDayActivityComponentWednesdayProblem challenge minilessonIndependent work/conferencingGuided Math Group 2Whole ClassWorkshopConferencingSmall GroupThursdayIndependent work/conferencingGuided Math Group 3Guided Math Group 1WorkshopConferencingSmall GroupSample Guided Math ScheduleDayActivityComponentFridayMath HuddleCreate class chart to post in classroom for referenceWhole ClassSample Guided Math Schedule60 Minute ModelWhole group mini-lessons=15 minutesOne work station= 15 minutes each One work station= 15 minutes each Math talk follow-up=15 minutesIn this scenario, there are only two work stations a day requiring two days to see each student in small group.Who is doing what and whenWhen?What is the teacher doing?What are the students doing?Prior to Guided MathUpdating stationsDetermining scheduleMaking materials accessibleThey are not presentMini Lesson at the BeginningReview/introduce work stations and expectationsReview/introduce new math conceptListen to students explain their thinkingAttend to the adultUsing math talks to share ideas and strategiesWork StationsObserving/Assessing studentsLeading differentiated small group instructionFocusing on station taskExplaining math thinking to one anotherAfter Guided MathFacilitating discussionSharing what they learnedWhat is your preferred Math Schedule model?

ThinkShare

Please work with your colleagues to continue to develop your action plan for implementation.Other Action Plan ConsiderationsDecide on rules and routinesSet up groupsCreate a scheduleDecide on the focus content strandDecide on the mathematical practices that you will highlightPlan group and mini-lessonsDesign workstationsPut an accountability system in place

Please be sure to fill out the evaluation form and leave it on the table.Feel free to contact me:

Rob Stephenson STEM ConsultantIngham Intermediate School Districtrstephenson@inghamisd.org517-244-1242

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