Guided Math
July 18, 2012
“Do things better than they have ever been done before.”
Goals of this workshop
Understanding Guided Math Framework
Getting your campus team excited about
improving student performance in MATH
Getting Started with Guided Math
2012 STAAR
Raw Score Comparison
Socorro ISD and State of Texas Data
Assessment
Grade
Language
Version
District
Average
Raw
Score
Total
Points
Available
District
Average
Percent
State
Average
Raw
Score
State
Average
Percent
Math
Math
Math
Math
Math
Math
3
3
4
4
5
5
E
S
E
S
E
S
29
23
31
25
34
29
46
46
48
48
50
50
63%
50%
65%
52%
68%
58%
30
27
32
28
34
26
65%
59%
67%
58%
68%
52%
Data Implications: The WHY
As a table group answer the following questions. Chart
your responses using Concrete, Pictorial and/or
Abstract representations.
1.
2.
3.
What is the difference between
TAKS testing and STAAR testing?
What was different from being a
TAKS teacher to a STAAR
teacher?
What data supports your
responses?
So what is Guided Math?
What does a teacher experience?
Definition in your own words?
What does a student experience?
BETTER
Math Instruction
What it is not?
7 Instructional Components
of a Guided Math Framework
A classroom
environment
of
Numeracy
Morning
Math WarmUps &
Calendar
Board
Activities
Whole
Class
Instruction
Guided
Math
Instruction
with Small
Groups
Math
Workshop
Individual
Conference
Ongoing
Assessment
-Manipulatives
-Tools for Measuring
-Problems of the Day
Problems of the Week
-Class made charts
Classroom
Environment
of Numeracy
-Word Wall
-Math Journals
-Vocabulary Displays
-Graphic Organizers
-Math Related
Literature
-Math Connections
(other content areas)
Guided Math-Laney Sammons
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 10-20 minutes
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 5.
4. Multiply it by 50 .
5. If you have already had your birthday this year, add 1762 .
If you have not already had your birthday this year, add 1761.
6. 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 10-20 minutes
Calendar Board Activities
Morning Math Warm-Ups/Calendar Board Activities 10-20 minutes
Today’s Goal: 3rd Grade
Unit 1-Place Value
Collaborate with your table
group to study the IFD and
create a lesson following the
Guided Math Framework
Whole Class Instruction 20-30 minutes
IFD- 3rd Grade Math Unit 1: Place Value
7 Components of Guided Math
Guided Math
Component
Classroom of Numeracy
Math Warm-Ups
Whole Group Lesson
Math Workshop/Small
Group Instruction Ideas
Ongoing Assessment
Whole Class Instruction 20-30 minutes
Unit 1: Place Value
Math Workstations
Math Work Station
Task
Station #1
Effective Math/Reading Instruction Comparison
Station #2
Problem Solving: Create a poster that will advertise what
your campus is going to do to improve math instruction.
Station #3
Vocabulary: Complete a vocabulary scavenger hunt using
Math Work Stations
Station #4
Skills Practice: Fluency Game
Station #5
Intervention: Glass Half Full
Guided Math Instruction/Math Workshops/Individual Conferences
Math Stations Schedule
Rotation
#3
Rotation
#4
Rotation
#5
Trapezoids Station #1 Station #2
Station #3
Station #4
Station #5
Circles
Station #2 Station #3
Station #4
Station #5
Station #1
Triangles
Station #3 Station #4
Station #5
Station #1
Station #2
Squares
Station #4 Station #5
Station #1
Station #2
Station #3
Rectangles Station #5 Station #1
Station #2
Station #3
Station #4
Group
Rotation
#1
Rotation
#2
Guided Math Instruction/Math Workshops/Individual Conferences
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
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?
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.
Term
Math Work
Stations
Routines
Scheduling
Numeracy
Definition
(in your own
words)
Pictorial
Representation
List one way this
impacts Guided
Math
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 50-100)
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
Ongoing Assessment
Are
students
ready to
move on?
How did the
class as a
whole
perform?
Ongoing
Assessment
Does anything
need to be
retaught before
instruction
proceeds?
Guided Math by Laney Sammons
How well did
students
master the
curriculum?
Mix-Freeze-Group
What information did you
take away from the work
stations activities?
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
 Set up your routines
 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 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
 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)
 Set up your 90 minute schedule
90 minutes
Whole
Group
Lesson
20 min
Teacher Station
Intervention
Station 1
Math Fluency
Station 3
Problem Solving
Station 2
Skills Practice
Whole Group
Lesson
Wrap Up
10 min
Teacher Station: Teacher will work with homogenous group
for 20 to 30 minutes each.
Struggling
Guided Math 188-189
Emerging
On Target
Content Material
can be used at
any station.
Guided Math
40
Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Center Activities
•Manipulative discovery
and connections
Think-Aloud
15
Minutes
20
Minutes
Model thinking process
for problem solving &
test-taking strategies
Core Lesson
Review/
Assessment
15
Minutes
Total Time
90 Minutes
•Whole group
standards-based lesson
•Review important
concepts
•Reflect or Assess
Think-Aloud
Core Lesson
20
Minutes
30
Minutes
Model thinking process
for problem solving &
test-taking strategies
•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 problemsolving
•Center Activities
•Manipulative discovery
and connections
Total Time
90 Minutes
 TEKS Based Work Stations
 TEKS based stations
 Rigorous Instruction
 Work space
 Accountability
 Scheduling
 Flexible Grouping
 Resources
 Exploring Math
 Mathematics Readers
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
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
Targeted Small Group Instruction
Math Intervention Video
Research Student
Understanding
Decide What Is Needed
Teach To Student Needs
Link to the Future
Closing Activity
 Feeder Pattern Collaboration
 Discuss the roll-out plan for your campus
 Doing things better than they have ever been done before!
Training and Support
Month
Training 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