This page has been created to help you get Guided Math, Math Workshop, up and running successfully in your classrooms to improve student engagement and student achievement.
Click on the pictures to enlarge.
Guided Math Powerpoint Presentation, Check-List, and Professional Resource List:
This Guided Math powerpoint will help you understand why we should incorporate guided math groups, the components of guided math, and how you can successfully get it started. There is also a check-list to help you stay organized and a mathematics resource list of resources that I use in my classroom.
| Guided Math Presentation |
| Guided Math Checklist |
| Mathematics Professional Resources List |
Resources to Group Your Students:
These attachments were used to assess my students at the beginning of the school year. Be sure to keep your groups flexible and fluid. Fluctuate between heterogenous and homogenous grouping. This way students of all levels are able to interact with one another to enhance learning and math experiences.
These attachments were used to assess my students at the beginning of the school year. Be sure to keep your groups flexible and fluid. Fluctuate between heterogenous and homogenous grouping. This way students of all levels are able to interact with one another to enhance learning and math experiences.
| Math Interview Questions and Template |
| 5 Question Pre-Assessment |
First 10 Days Detailed Lesson Plans:
These are detailed lesson plans used the for the first ten days of getting guided math up and running in your classrooms! Remember, as you implement guided groups, you will need to walk around and monitor the other students, making sure they have your desired behaviors during math workshop.
These are detailed lesson plans used the for the first ten days of getting guided math up and running in your classrooms! Remember, as you implement guided groups, you will need to walk around and monitor the other students, making sure they have your desired behaviors during math workshop.
Rekenrek LessonsBug Song from iTunes - Grasshopper Hop by Tom Cornwell (any song will do) |
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I Can Chart:
It is very important that the students understand my expectations during small group instruction. So, at the beginning of the year, we create an I Can chart, just like from Daily 5. I ask the students to think about what they can be doing during math groups. I record their thoughts on chart paper. Then, I take their ideas and write them on a poster to display in our room. We review the I Can chart every day before math groups. It truly makes the students responsible for their learning and for their behaviors.
It is very important that the students understand my expectations during small group instruction. So, at the beginning of the year, we create an I Can chart, just like from Daily 5. I ask the students to think about what they can be doing during math groups. I record their thoughts on chart paper. Then, I take their ideas and write them on a poster to display in our room. We review the I Can chart every day before math groups. It truly makes the students responsible for their learning and for their behaviors.
Resources Around the Classroom:
Here are a couple of attachments of posters and resources that I have created to post around our classroom that the children use as support during math time.
Here are a couple of attachments of posters and resources that I have created to post around our classroom that the children use as support during math time.
| Mathematics Questions |
| Math Guidelines for Discussions Poster |
Teacher Station:
At the teacher station, we play math games based on our math curriculum. I use an informal assessment form to record my observations.
At the teacher station, we play math games based on our math curriculum. I use an informal assessment form to record my observations.
| Informal Assessment Form |
Math Journals:
Math journals are implemented to promote my students' problem solving skills. Our math journals are a special place where we record and store our math thinking. Some attachments are included to help you get started. These include lists of prompts and different components that you can add to your students' math journals. I print the math questions on labels, and the students stick them in each group's folder. I also write the problems on big chart paper that can easily hang by the table too.
I make sure to model, model, model, model the math journal problems. We review the five components that I expect to see for every problem, which helps build my students' problem solving skills. They are Problem Solving, Representation, Reasoning and Proof, Communication, and Connections.
Math journals are implemented to promote my students' problem solving skills. Our math journals are a special place where we record and store our math thinking. Some attachments are included to help you get started. These include lists of prompts and different components that you can add to your students' math journals. I print the math questions on labels, and the students stick them in each group's folder. I also write the problems on big chart paper that can easily hang by the table too.
I make sure to model, model, model, model the math journal problems. We review the five components that I expect to see for every problem, which helps build my students' problem solving skills. They are Problem Solving, Representation, Reasoning and Proof, Communication, and Connections.
| Math Journal Cover |
| Math Journal Math Vocabulary Template |
| Math Journal Check Jar |
| Math Journal Prompts by Strand |
| Math Journal Prompts |
| Kindergarten Math Journal Prompts |
Math Tubs:
Every game we play in small groups, I add as a math tub or center. The students may also choose the ACTIVboard or the computer. There can only be 2 students at each tub. Here are the labels I tape on the front of each tub. The same shapes are posted around the classroom. The students need to match up the shapes on the tubs with the shapes around the room. The tubs are positioned, so I can see all of the centers from my teacher station.
Every game we play in small groups, I add as a math tub or center. The students may also choose the ACTIVboard or the computer. There can only be 2 students at each tub. Here are the labels I tape on the front of each tub. The same shapes are posted around the classroom. The students need to match up the shapes on the tubs with the shapes around the room. The tubs are positioned, so I can see all of the centers from my teacher station.
| Math Tub Labels |
Seatwork:
Seatwork is made up of work that the students are able to do independently. The students grab their seatwork from the tub, and then work on it at the designated seatwork table. They are able to communicate their thinking and learning at the table.
Seatwork is made up of work that the students are able to do independently. The students grab their seatwork from the tub, and then work on it at the designated seatwork table. They are able to communicate their thinking and learning at the table.
Anchor Papers:
Anchor papers are a collection of mathematics practice sheets. The students use these as early finishers work. They use these after they complete their math journal problems and seat work. I let them choose what page they want to work on.
There are three rules:
1. They must know how to do it without me.
2. They must complete what they start.
3. They can use crayons.
Click on the blue book to see an option for anchor papers. You can also use the Harcourt Math Practice books.
Anchor papers are a collection of mathematics practice sheets. The students use these as early finishers work. They use these after they complete their math journal problems and seat work. I let them choose what page they want to work on.
There are three rules:
1. They must know how to do it without me.
2. They must complete what they start.
3. They can use crayons.
Click on the blue book to see an option for anchor papers. You can also use the Harcourt Math Practice books.
Gwinnett County Public Schools Balanced Numeracy Math Framework
Gwinnett County's Balanced Numeracy Math Framework
Most importantly, remember to create and integrate what works best for you and for your students.
