Getting Started: The 1st 20 days of Guided Math
This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. For your students, a successful experience
with independent/cooperative Guided Math lesson begins with the basics. These include how to be an active Mathematician, how to speak
Mathematically, and how to record their thinking.
Our ultimate goals are to help students think of themselves as Mathematicians that enjoy and actively participate in Math, and to establish roles and
routines for Guided Math. Principals, Coaches (if applicable), and Grade Level teams will meet every 5 days to monitor and adjust progress.
The following 20-30 minute mini-lessons are based on the ideas of The First 20 days of Independent Reading by Fountas & Pinnell, but the content
has been modified to establish the roles and procedures for Guided Math. As you prepare to implement the 1st 20 Days of Guided Math during the
Guided Math block, please keep in mind that it will be necessary to be flexible. Clear statements and clear demonstrations of roles and procedures
need to be established. All points and aspects need to be repeated, and charts or anchors of support are to be posted and referred to again and again.
Mini Lesson
Day 1
Management:
Establish
Routines and
Procedures for
Independent
and/or
Cooperative
Math
(During the
enVision core
lessons initial
math
centers will be
introduced.
Additional math
centers will be
presented during
Days 13 –15.)
Key Concepts
Learning
Outcomes
Establish student expectations
during Guided Math
Students understand
that information will be
posted around the
classroom for them to
use to make their work
better, to support their
learning, and to help
them review concepts
as they are learned.
Discuss Anchors of Support
(criteria charts, student work
and examples, real world
connections, vocabulary,
models, instructional aides)
Students learn that they
can refer to charts to
help their learning.
Anchors of Support
“Routines and Procedures for
Independent and/or Cooperative
Math” chart
Resources
Chart paper
Teacher Notes
What does it look like
for student / teacher?
Markers
Example:
1. Stay on task
2. Speak/write mathematically
3. Be an active listener and
participant.
4. See 3 before me (st’s ask 3 people
before coming to tchr)
5. Respect and organize math
materials appropriately.
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
Evidence that this has
occurred.
Ex: student-created
criteria charts
Mini Lesson
Key Concepts
Day 2
Management:
How
Mathematicians
Treat/Handle
their Math Tools
Mathematicians use math tools
to help solve problems.
Math Scavenger Hunt- Have
students look for math
supplies such as manipulative
storage, journals, rulers,
clocks, etc.
Identify and discuss
mathematical tools and how
they are to be used.
Day 3
Revisit
Management:
How
Mathematicians
Choose their
Math Tools
Mathematicians use math tools
to help solve problems.
Day 4
Strategies and
Skills:
Thinking and
Talking about
Math
Mathematicians communicate
about their work.
This is a math classroom and
math is spoken here.
We use numbers in our
everyday lives.
Introduce Seidlitz strategies of
“Always Speak in Complete
Sentences” and “Never say I
Don’t Know”.
Name Plate Activity
Have students write at least 7
numbers on a nameplate.
Learning
Outcomes
Students become
familiar with
mathematical tools in
the classroom.
Anchors of Support
Resources
Rules on how to handle, organize and
return materials.
Sticky notes for students to
write math tools that they
notice in the classroom
Word Banks
Students discuss how
math manipulatives are
tools used for
explaining their
thinking.
Students become
familiar with
mathematical tools in
the classroom.
Students discuss how
math manipulatives are
tools used for
explaining their
thinking.
Math tools
Math Tools Graphics
* see attachment
Students need to see
how they use numbers
on a daily basis. This
is a good way for
students to think about
numbers and their
importance and a good
introduction for how to
speak in complete
sentences.
Name plates
Cardstock for name plates
“Always Speak in Complete
Sentences” chart
Markers
Teacher Notes
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
Chart paper
“Never Say I Don’t Know” chart
Students understand
that we use numbers in
our everyday world
inside and outside of
school.
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
Mini Lesson
Day 4 cont.
Key Concepts
Learning
Outcomes
Anchors of Support
Resources
Teacher Notes
(folded cardstock) Students
will explain how each number
represents some aspect of their
life.
Have student turn and
introduce self to another peer.
In turn, peer will introduce
partner to class by sharing the
relevance of numbers in their
life.
Ask students to bring in items
from home that relate to
mathematics such as receipts,
telephone numbers, cartons,
boxes, etc…and add the items
to the bulletin board to connect
home and school.
Day 5
Management:
How to “Turn
and Talk” (buzz)
with Each Other
We use numbers inside and
outside of school.
Mathematicians communicate
about their work
Activity: S’s are to discuss
with a partner and/or group
what item they brought and
how it relates to math keeping
in mind that they are to speak
in complete sentences and be
an active listener and
participant.
Communication is a
process skill.
Day 6
Strategies and
Skills:
Vocabulary
Mathematics is a language.
Introduce word banks,
Frayer model,
vocabulary rings, ABC
Brainstorm, etc…for
developing math
vocabulary and as a
way of reinforcing the
This is a math classroom, and
math is spoken here.
Student expectations for “Buzzing”
Student items for the bulletin board
Seidlitz strategies
Student items
Bulletin board
Students understand
that we use numbers in
our every day world
inside and outside of
school.
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
ABC Brainstorm
Frayer Model
Seidlitz Strategies
Math Word Bank
Building a Bridge to
Academic Vocabulary in
Mathematics Grades 3 – 5.
(click on above link and go
to Resources tab, scroll
down to Vocabulary for 3 –
5, click on Building a
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
Mini Lesson
Key Concepts
Day 6 cont.
Day 7
Management:
How to Speak
Mathematically
Mathematicians communicate
about their work
Learning
Outcomes
Anchors of Support
Resources
use of mathematical
language using 5
current math
vocabulary words (1
word for each group)
Students understand
that we use specialized
terms to define
mathematical concepts.
Bridge)
Students use
mathematical terms to
build conceptual
knowledge.
IPG’s
Discuss the following
reinforcing some of the
previous mini lessons:
“What is academic
vocabulary?”
“How is it different
from everyday
language?”
“Where can we find it
in our classroom?”
“How can we use
academic vocabulary to
express our ideas in
math?”
Students should work
cooperatively in pairs
to describe one or two
vocabulary math words
from the previous
lesson by defining
them orally and
providing one example
and one non-example
(see Best Practices
campus CD). Students
Teacher Notes
Chart paper
Markers
Graphic organizers
Sticky notes
Previous mini lesson’s vocabulary
words, Frayer Model, ABC
Brainstorm, and word banks.
Building a Bridge to
Academic Vocabulary in
Mathematics Grades 3 – 5.
(click on above link and go
to Resources tab, scroll
down to Vocabulary for 3 –
5, click on Building a
Bridge)
Chart paper
Markers
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
Mini Lesson
Key Concepts
Learning
Outcomes
Anchors of Support
will present their 3
statements (in complete
sentences) to the
remainder of the class.
Day 8
Management:
Guidelines for
Working
Together
Mathematicians work
collaboratively
Day 9
Management:
Keeping Record
of your Math
Thinking
Mathematicians write about
their thinking as a way to
process information.
(concretepictorialabstract)
Model with students how to
work in small groups and/or
with partner
Introduce Math Journals.
Have the students write down
the criteria for good math
work in their journals. Have
students record pictorial
representations of concrete
models in their journals.
Day 10
Management:
Setting Up Your
Mathematicians write about
their thinking as a way to
process information
Resources
Teacher Notes
Graphic organizers
Sticky notes
Students learn that they
can work with others to
share information and
to learn new
information.
Help children develop
good work ethics and a
sense of responsibility.
Based on yesterday’s
experience, what are
some guidelines that
we need in order to
make working together
successful?
Create a “Guidelines
for Working Together”
criteria chart.
*Stay on task.
Example:
1. Stay on task (solve problems: find
your own resources)
2. Speak/write mathematically
3. Actively listen and participate.
4. Learn together as well as with
others.
5. Respect everyone’s ideas,
strategies, and opinions.
Chart paper
Journals are
mathematical tools that
when used will help
students make
connection to
mathematics.
Teacher example of class math journal
Math journals
What does it look like
for student / teacher?
Markers
Evidence that this has
occurred.
Student behavior
observation notes.
What does it look like
for student / teacher?
Criteria chart
Evidence that this has
occurred.
Writing about
mathematics is a way
for students to reflect
about their thinking.
Journals are
mathematical tools that
help students make
Teacher example of class math journal
Math journals
Criteria chart
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
What does it look like
for student / teacher?
Mini Lesson
Math Journal
(2 Days)
Day 10 cont.
Day 11
Management:
Continue Setting
Up Your Math
Journal / Writing
Responses to
your Math
Experiences.
Key Concepts
Have students put together
their math journals.
A math journal should include
some or all of the following:
Table of Contents
Vocabulary
Math Tools
Notes (student output / teacher
input)
Center Work
Criteria Charts
Problem Solving Guide
Reflections
Mathematicians write about
their thinking as a way to
process information.
Mathematicians ask questions
about their thinking and the
thinking of others.
Learning
Outcomes
Anchors of Support
Resources
connections to
mathematics.
Teacher Notes
Evidence that this has
occurred.
Writing about
mathematics is a way
for students to reflect
about their thinking.
Use guiding questions
to facilitate their
thinking for rigor. Pose
one of the questions
and have students
respond to it as it
relates to their math
experiences (send for
homework if needed).
Criteria charts
Math journals
What does it look like
for student / teacher?
IPG’s
Guiding Questions
Journals are
mathematical tools that
when used will help
students make
connection to
mathematics.
Asking questions and
writing about
mathematics are ways
for students to reflect
about their thinking.
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
Evidence that this has
occurred.
Student behavior
observation notes.
Mini Lesson
Key Concepts
Learning
Outcomes
Anchors of Support
Resources
Teacher Notes
Day 12
Formal
Assessment
(suggested day –
campus decision)
Use one of the following as a formal assessment:
BOY
enVision Math Diagnostic Test or any other diagnostic tool.
Use the data from your assessment to guide your small group instruction, to create flexible groups, and as targets for your center/stations. Remember that
any anecdotal notes taken before and/or after this assessment can be used as another resource to create flexible groupings.
Day 13 – Day15
Introduction of
Initial Math
Stations
Mathematicians are
accountable for learning tasks.
Reminder of routines and
procedures
Introduce math centers in
whole group setting
Create criteria chart for
working in centers.
Students learn to work
independently while in
centers.
Criteria charts
Center activity
Center instructions
Chart paper
Students are introduced
to organization of
center time and
accountability form
(see attached document
as an example).
Center Reflection form (see
attachment)
Markers
Manipulatives
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.
Mini Lesson
Day 16 – 20
Individual Needs
Assessment on
How Students
Approach Each
Problem.
Key Concepts
Self monitoring is a way to
build confidence in
mathematics
While students are working at
centers teachers should
conduct individual needs
assessments based on how S’s
approach problem solving.
Teachersshould pull between 1
– 3 S’s and have them take a
quick (5 – 6 problems)
objective based miniassessment and take individual
anecdotal notes specifying
how each student approaches
each problem.
(problem types from Jan
John)
The goals of the anecdotal
notes should be to: examine
how each student approaches
each problem (have students
solve each problem out loud),
figure out the best way to clear
misconceptions specific to
each student, discover what
problem solving skills each
student utilizes, and develop
an observational protocol
based on the individual needs
assessment.
Learning
Outcomes
Students learn to
monitor themselves
when working and
adjust their thinking
when necessary.
Ex: Think Alouds
Anchors of Support
Resources
Criteria charts
Center activity
Center instructions
Chart paper
Center Reflection form (see
attachment)
Markers
Manipulatives
Teachers learn to
monitor students,
conduct individual
needs assessments, and
create Guided Math
groups.
Journals
Teacher anecdotal records
TAKS Information Booklet
(click on above link, scroll
to appropriate Mathematics
Grade Level and click on
link)
Kathy Richardson Series
(K-2)
enVision Diagnostic
Created by Jesus Barba (Perez) in collaboration with Megan Kinback (Houston) , Vanessa Jefferson (Langford), and Rick Pena (Widen)
Teacher Notes
What does it look like
for student / teacher?
Evidence that this has
occurred.
Student behavior
observation notes.