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Math Core 1 Foundation

Math Core 1 Foundation

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Math Core 1 Foundation

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  1. Math Core 1 Foundation Which of these square numbers also happens to be the sum of two smaller square numbers? 16 B. 25 C. 36 D. 49 Rob Stephenson STEM Consultant Ingham Intermediate School District 517-244-1242

  2. 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.

  3. Agenda: 9:00 Welcome, Learning targets & defining better math 9:30 Foundational principles of guided math 9:45 Guided math stations 10:00 ExploringMath Core Lesson Resources 10:30 Break 10:40 Exploring Assessment Resources 11:25 Independent Stations & Fact Fluency 12:10 Lunch 1:10 Exploring Online Interactive Activities 1:45 ExploringGame/Center Resources 2:20 Break 2:30 Guided math in action 2:55 Sample schedules 3:15 Final Action Planning 3:30 Adjourn

  4. What are your goals for today? • Learning Targets: • I can describe the components and benefits of guided math models • I can access resources for core instruction, assessments, online interactive games, and center activities that support my grade level • I can describe guided math schedule options and how to organize the classroom to support math workshop • I can explain the importance of math reasoning with balanced procedural and conceptual math practice • Additional Goals: • Learn collaboratively • Develop an action plan for guided math implementation • Have some fun!

  5. So what does better math look like?

  6. Definition in your own words? What does a student experience?? BETTER Math Instruction What does a teacher experience? What it is not?

  7. Plicker Pole Time Which of these square numbers also happens to be the sum of two smaller square numbers? 16 B. 25 C. 36 D. 49

  8. Why 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!)

  9. To more effectively teach math, we must… • reach students at all levels of achievement • provide diverse methods of learning • allow more opportunities for observation and communication by students • encourage active engagement by students • empower students

  10. Turn and Talk Talk 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

  11. Guided MathInfrastructure • Concrete (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 Practices • Classroom Environment of Numeracy • Math Warm-up/Calendar Board • Individual Conferences • Ongoing Assessment • Whole Group, Small Group, & Math Workshop Instruction • Students 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?


  14. Reactions to the Video Clip Questions? Reflections? Barriers?

  15. Guided Math Stations: Generally, there are four rotations: Teacher table Independent work Center/Games Online Interactive Practice

  16. Guided Math Stations Teacher Table This 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.

  17. What 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 student’s needs.

  18. Guided Math Core Lessons What math program do you presently use? enVisionMath Everyday Math A collection of CCSS Resources Other

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

  20. My district’s math program is aligned with the CCSS. True False

  21. Let’s Explore Core Math Resources Math Core Lessons

  22. How could those resources support your current instruction?In what standards does your current program fall short?

  23. Let’s take a 10 minute break. Next we’ll take a look at resources for Establishing Flexible groups.

  24. Establishing Flexible Groups Students can be grouped based on their mastery levels of goals/objectives, skills, concepts or strategies being developed.

  25. Flexible Grouping Students 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.

  26. What formative assessment resources do you have to establish your flexible groups? Table Talk


  28. Analyzing Student Pre-Test • Grade student pretest • Sort into four groups or stacks with like errors. These become the math groups. Group 1

  29. Create your own Formative Assessments with Inspect Itembank • 50,000 CCSS items are already banked • Working on performance items that are Smarter Balance (like) • Depth of Knowledge and Bloom’s Taxonomy are noted • Add on cost is$1.50 per student—

  30. What formative assessments will you use to set up your flexible groups?

  31. Guided Math Stations Independent Work Students often complete the lesson’s paper pencil task in this rotation. What might students do when they finish?

  32. ”I’m done….what should I do now?” • Fact Fluency (flash cards, fact triangles,, • Vocabulary Station • Math Literature • Math Journals What will students do when they finish their independent work station?

  33. Let’s Explore Fact Fluency Websites Fluency Practice Websites

  34. Math Workshop • Students 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). Let’s look at an implementation where the classes use enVisionMATH.


  36. Teacher’s Role During Guided Math • Analyze formative and summative student data to plan for instruction and flexible grouping • Develop a system for tracking student learning • Use a new approach and strategies to teach small group instruction • Set up standard-based work stations with a focus on problem solving • Conference with students individually • Acts as facilitator

  37. Student’s Role During Guided Math • Work in small groups at different work stations and/or with teacher • Understand the guided math schedule • Are accountable for producing quality work • Demonstrate responsibility.

  38. Time for Lunch LU NCH See you in one hour!

  39. Remember, one of the goals of Guided Math is to Empower kids.How can this model do that?


  41. Guided Math Stations Online Interactive Practice Carefully selected online activities can connect to your standard and still be fun.

  42. My students have regular access to Internet connected devices. True False

  43. Online Interactive Game Resources Online Interactive Games

  44. I use a SMART Board within my classroom. True False

  45. Using a SMART Board as a Station Alesson is put up on the board for small groups of students to be interactive with it. When trying to access premade SMART board activities, SMART Exchange is your best resource. You can search by subject, grade level, keyword, etc.

  46. What will you use for a technology station during guided math? What could be integrated if a technology station is not an option?

  47. Ideas for Workstations • Technology (computer games, iPad tasks, calculators, SMARTboard activities) • Fact Fluency Station (flash cards,, • Games • Problem Solving Station • Place Value Station (Base ten manipulatives) • Measurement Station • Manipulatives: geoboards, tangrams, • Vocabulary Station • Review and Practice Station • Math Literature • Math Journals

  48. Guided Math Stations Centers/Games Station Games can be collected and housed for students to choose from? Must the game relate to the day’s standard?

  49. Let’s Brainstorm Game and Center Ideas What games/centers might you use?

  50. Additional Games & Centers Resources Games & Centers Ideas