1 / 19

a Journey TO A Numeracy Rich Environment

Discover the foundational principles of guided math to enrich your classroom with numeracy. Explore the difference between guided math and math workshop, and learn about implementing components like anchor charts, workstations, and conferencing. This comprehensive guide emphasizes the importance of modeling, problem-solving, and purposeful conversations in fostering mathematical understanding. Enhance your students' learning experience with strategies such as RAP/Calendar, mini-lessons, and differentiated workstations, ensuring a supportive environment for independent and collaborative learning. Track student progress through checklists, assessments, and individualized feedback, and set goals for continual improvement. Take your students on a journey towards mathematical proficiency with this practical roadmap.

roxannak
Download Presentation

a Journey TO A Numeracy Rich Environment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. a Journey TO A Numeracy Rich Environment A Tour of Guided Math

  2. EQ: How do I create a classroom environment enriched in numeracy? • Activator: Packing for Math Workshop • Group the items together and place them in with the appropriate category suitcase. • Be prepared to share your ideas!

  3. Foundational Principles of Guided Math • All students 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(to), combined with ample opportunities for guided (with)and then independent (by) problem solving and purposeful conversations, create a learning environment in which students’ mathematical understanding grows. • Ultimately, students are responsible for their own learning.

  4. What is the difference between guided math and math workshop? • Math workshop is the entire time of math including all the components of the balanced math instruction. • Guided Math is a part of math workshop that is small group instruction and leveled based on the needs of the students. • Workstations are independent activities for the learner to refine skills that have been previously mastered.

  5. Mini-Lesson: Anchor Chart • EQ: How do I create a classroom environment enriched in numeracy? • Problem: What are the components of math workshop? • Strategy: • Classroom Environment of Numeracy • RAP/Calendar • Mini-lesson (TO) • Guided Math (WITH) • Workstations (BY) • Conferencing • Assessment

  6. Classroom Environment • A classroom where students are surrounded by mathematics. • This includes real life tasks, data analysis, math word walls, measurement, mathematical communication, class-created math charts (anchor charts), graphic organizers, calendars, and evidence of problem solving.

  7. Environment of Numeracy

  8. RAP • Review and Practice • RAP is daily activities to review skills being taught as well as skills to maintain from previous units or skills. • These should include problem of the day, data work, number of the day, and RAP activities from the county.

  9. RAP

  10. Mini-Lesson (to) • Anchor chart-Standard, Problem, and Strategy • Begins the lesson (20 minutes) to give explicit instruction on the standard. • This time can be used to introduce concepts with group activities, read-alouds, activities to teach understanding or teacher instruction of the material. • Direct Instruction

  11. Anchor Charts

  12. Guided Math (with) • Students are in small groups based on their performance on an assessment. • Each group is differentiated based on their level of understanding of the material. • Students should work with manipulatives and concrete explanations to students to teach understanding of material. • Tiered lessons/Differentiation

  13. Workstations (by) • Students are provided with independent work to complete individually, in pairs, or cooperative groups. • Daily 5-Students complete one station per day and each day the workstations move from group to group. • Concepts to Maintain-skills in workstations should be previously taught material. • Games, Math Journals, Investigations, Problem Solving

  14. Daily 5 • Fluency of Numbers • Writing and Representations • Make Meaning • Problem Solving • Investigating

  15. Conferencing • Student work with Commentary-commentary should explain to the student how they meet the standard or what they need to do to meet the standard. • Checklists-Students will rate themselves using a checklist of the standards. Students give themselves a 1, 2, or 3 based on the report card. This can be done after each unit or at the end of the quarter. • One-on-One Communication

  16. Commentary

  17. Commentary

  18. Assessment • Forming groups-Using assessments to determine what groups students should be in for guided math. • Common assessments-IMI/BM, Unit assessments • Accountability of workstations-Independent work, Observation of work completed, folders

  19. Closing Road Map: • Where are you now? • Where do you want to be by Thanksgiving? • How will you get there?

More Related