Guided Math
Presented by Christina Goldner
and Carla Wilson
Principles of Guided Math
• All children can learn mathematics
• A numeracy-rich environment promotes mathematical
learning by students
• Learning at its best is a social process
• Learning mathematics is a constructive process
• An organized classroom environment supports the
learning process
• Modeling and think-alouds combined with ample
opportunities for guided and independent problem
solving and purposeful conversations, create a learning
environment in which students’ mathematical
understanding grows.
• Ultimately, children are responsible for their learning
» Laney Sammons, Guided Math: A Framework for Mathematics Instruction
Creating a Classroom Environment
of Numeracy
“Environments rich in mathematical opportunities
for children are essential if we want our children to
develop a thorough understanding of mathematics.”
How do we create a math-rich classroom environment?
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Turn and talk about math concepts
Investigate
Word wall - http://www.sw-georgia.resa.k12.ga.us/vocabularycards.html
Calendar
Math partners
Math journals
Elbow partners
Problems of the day
Personal calendars or agendas
Numeracy related classroom jobs
Components of Guided Math
• Math warm-up – problem of the day, number of the day
math stretch, math current events (10-15 minutes)
• Pretesting – using data to drive instruction
• Whole group instruction
– Non-workshop days could be entire block
– Workshop days – 10-15 minute mini-lesson
• Small group instruction/Conferencing
• Workshop
– Independent practice (anchor papers)
– Center activities or “choices”
• Assessment for learning
Sample Schedule for
Workshop Day
• 8:50-9:10
Warm-up or morning stretch
» (on desk or board when students arrive)
• 9:15-9:30
Guided Practice – Mini-lesson
» Whole group setting
» Teach a mini-lesson on a particular concept
» Students participate
• 9:30-10:15
Guided Math Groups
» Could be 3-15 min. groups or 2-20 min. groups or 1 group
» Guided Math Instruction – with small groups on known or unknown
content
» Other students participate in independent practice (this can look
different depending on the needs of the students)
• 10:15-10:20
Wrap-up Session
» Whole group setting
» Review problem of the day, share, collect work, etc.
Warm-up or Morning Stretch
• Warm-ups
• Number of the Day Math Stretch
– How many ways can you show a number? 25 (2 tens
and 5 ones, 20 +5)
• What’s Next? Math Stretch
– 1,2,4,7,11,16, ___, ___, ___,
• How did my family use math last night? Or
Makes Me Think Of…
– Journal – Write: Fractions make me think of…
• Problem of the Day
The Mini-lesson (10 – 15 min.)
short and to the point!
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Direct, explicit instruction
Practice with the teacher
Modeling a skill or concept
Think Alouds
Reviewing previously mastered skills
Vocabulary development
Setting the stage for Math Workshop
Dividing the instruction into simpler phases
Breaking down the skill into smaller steps
Providing a diagram or pictoral representation
Use of Math Readers on Smart Board or through Infocus
Use of math-related children’s literature
Tips for effective mini-lessons
• Limit student talk – guided and controlled
• Keep the connection brief – simply remind the
class what has been learned to limit to much
guessing about “what you want to hear”
• State the teaching point simply and reiterate it –
avoid over-explaining but repeat often
• Demonstrate the math teaching point – show,
model, think aloud
• Use a familiar context for problem solving
• Match the active engagement to the teaching
point
How can I form my guided math
groups?
• Group by ability on specific content
– Determine the “big ideas” of the unit of study based on standards and
needs of students
– Pretest, formative tests, performance tasks, observation of student work
(must decide criteria for success)
– Compile information
– Look for strengths and deficits to determine teaching points for each
group
• Math groups should be fluid/flexible!
• Name the groups
– Coins, shapes
– http://mrsshannonsclass.weebly.com/guided-math.html
Using Guided Math With Small
Groups
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Introduce new concepts
Practice new skills
Work with manipulatives
Provide intensive and/or targeted instruction –
reteach based on need
• Introduce activities that will later become part of
math workshop
• Conduct informal assessments
• Maximize effectiveness of co-teaching
Using Guided Math With Small
Groups
• Warning:
“Getting done” should NOT take precedence
over “doing”
“Finishing” should not be more important than
“figuring out”
We want each and every student to feel
challenged, yet supported in their mathematical
learning! Lead students to have effective
“toolboxes” of strategies for navigating the world
of mathematics.
What is everyone else doing?
Math Workshop!
• Independently, pairs, or small groups of students
• Tiered practice (use our adopted resources)
• Centers or “Choice” Activities
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Math Games
Flashcards – IPODS?
Manipulatives
Math Journals – writing about math thinking
Technology – FASTT Math, BrainPop, YPP
exercises, IPODS, Smart Board
Organizing the Classroom
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Management chart to show who is at each station
BUILD Icons
“I Can” charts for math centers or activities
Seatwork table with group folders for differentiated
assignments
Math Journal table (or bucket) with prompts
Table for the teacher and students
Math center activities – storage for each
Math word wall
Manipulatives available
Math journals
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Support complete understanding of concepts
Reinforce math comprehension
Encourage use of diagrams
Can be used for documentation or research and
experiments during investigations and to record
processes, strategies, and solutions
• Use labels to print prompts or problems (warmup/stretch/task cards)
– Differentiate the questions to meet the needs of the
students
Quote by Marilyn Burns
“Writing in math class supports learning
because it requires students to organize,
clarify, and reflect on their ideas – all
useful processes for making sense of
mathematics.”
Math centers or tubs
• Games – practiced in group or in minilesson
• Procedures and routines MUST be
established
• Activities can provide opportunities for
exploration and practice of mastered skills
• Review of previously taught skills or
previous exposure (should NOT be new)
Wrap-up
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Journal sharing
Vocabulary review
Answer problem solving question
Share experiences