Guided Math Implementation

GUIDED MATH K-5
Ways to achieve a
differentiated Math
classroom

What would you like to learn
more about to be able to
implement Guided Math more
effectively in your classroom?
1. To 17474443548
2. Text the number 633138 and
your message

What is Guided Math?
Let’s ask the doctor!

How Do I Use Guided Math in my Classroom?
What have you done that is successful in your room for
Guided Math?

 Begin with an opening 15 minutes, or mini-lesson, which
includes an activator or teaching strategy. I always start with
the standard.
 Work time that includes small group instruction as well as
work stations for other children. This takes the majority of
the math lesson.
 End with a closing. I usually leave
5-10 minutes for my closing.
How do I set up Guided Math
in my classroom?

Presenting New Material/begin with the standard
(unpacking it or reviewing it)
– 10-15 minutes depending on what I am doing
 Presenting Activating Strategies
– KWL, Anticipation Guide, Word Splash
 Reading Math-related literature
– Establishes Connections
 Setting the stage for Math Workshop
Practice and Review
– Paper/Pencil, Games, Music, Technology
Openings

Sample Weekly Math Schedule
Monday – Common Pre-test/Activation Strategy
Tuesday – Teaching Strategy and centers
Wednesday – Teaching Strategy and centers
Thursday – Teaching Strategy and centers
Friday – Summarizing Activity with a test or performance task

Activating Strategies
 I always start by reading the standard
Read students a book that introduces or relates the
new skill being introduced.
 Frayer Chart
 Word Splash
 Venn Diagram
 WWW.BRAINPOPJR.COM
Word Problem

How do I form groups?
 Pretests usually given on Monday
 Performance with Previous Sequential
Concepts (I use my observations)
 Formative Tests
 Performance Tasks
 Observations of Student Work
 Conversations with Students
 Benchmark Tests
Small Group Time

What am I doing with the groups?
 Introduction of new concepts
 Practice of new skills
 Instruction with manipulatives
 Intensive instruction for students having difficulty
mastering concepts
 Introduction of activities that will later become
independent work during math workshop
 Informal assessment
 Re-teaching based on results of formative
assessment
Small Group Time

Overview
Managing It All/Setting It Up
Workstations
Checklist
What about the other students?

Writing about math
Problem Solving
Steps to solve problems
Thoughts about math
Use as a resource that goes to all stations
Paste student made anchor charts or
resources
Journal Station

Partner Games
Match-Up Cards
Math Board Games
Self-Correcting Games
How to differentiate: Assign games to play
based on skills needed.
Games Station

 Add and subtract within 1000 using
strategies based on place value,
properties of operations,
and/or the relationship between
addition and subtraction.
 Use place value understanding to
round whole numbers to the nearest
10 or 100.

24
Differentiate:
Closest to 1,000
Closest to 2,350

25
How to differentiate:
Tic Tac Toe 2,325
Be creative with numbers

 Multiply and divide within 100,
using strategies such as the
relationship between
multiplication and division
 Understand division as an
unknown-factor problem.

29
Differentiate:
-Make your own cards.
-Make the ‘goal’ number
smaller or larger depending
on group.

Cards & Dice Station
Cards and dice can be used to reinforce
any of the basic math skills: Addition,
subtraction, multiplication, division, and
number sense.
The cards and dice center is a great center,
because you always have the materials on
hand and there is no preparation needed.
• How to Differentiate: You can have students use more or less cards, or use
higher or lower numbers on dice.

Directions…
8
5>
Player 1
Player 2
Player 1 and Player 2 both flip over one card at the same
time.
Player 1 has the greater value. Player 1 gets to keep the
8 and the 5.
The player with the most cards at the end of the game
wins.

Problem Solving Station
Students use their math journals to solve
problems using strategies they have learned in
class.
Students must show at least 2 different ways to solve
each question.
Students are encouraged to share ways to solve the
problem and help each other.
Students are never allowed to give
answers.
How to differentiate: Hang up a different
problem solving question according to the
level of the group at that center.

Exemplars
You need to practice the piano 2 hours every
week before your lesson on Friday afternoon.
Your teacher says not to work more than 20
minutes at a time. Show what your practice
schedule might look like.
*Every Cobb County school should have a copy of these in your
school.

 Education City
 FastMath
 Brainpop Jr.
 Scootpad
Computer Station

Review Mats
Workbook Pages
Play previous games from
the on going skills center
How to differentiate: Make game harder or
easier. Give more or less workbook pages.
Skills to Maintain Station

 Teachers are bringing the lesson to a close and setting
the stage for the next day’s mini-lesson.
– Adding to an anchor chart
– Clearing up misconceptions
– Informally assessing student
• Observations or ticket out the door
 Students are sharing work and providing meaning math
feedback to peers.
– Problem solving strategies
– Math Journals
– Work Station Products
Closings

Top 5 things I love about Guided Math:
• 5. Touches on all areas of multiple intelligences.
• 4. I am able to get to know each individual
student’s math needs better and teach
accordingly.
• 3. Very easy to differentiate instruction among all
students.
• 2. Gives students more hands-on time and more
use of manipulatives.
• 1. The kids love it!!

Guided Math Implementation

More Related Content

Viewers also liked (7)

Similar to Guided Math Implementation (20)

Recently uploaded (20)

Guided Math Implementation

Editor's Notes