Guide ded M d Math h Wor orkshop op Confer eren ence 2017 - - PowerPoint PPT Presentation

Guide ded M d Math h Wor

• rkshop
• p

Confer eren ence 2017 17

Whole Group Mini-Lesson

• On Grade Level,

Standards Based Teacher Directed Instruction

• On-Topic Practice w/

Teacher (White Boards!)

• Modeling w/

Manipulatives

• Modeling Strategies
• Modeling Reasoning
• Modeling Problem

Solving

• Math Language &

Vocabulary Development Warm Up

• Number Talks
• Number Sense Routines
• Activate Prior Knowledge

Differentiated Small Group Instruction

Students are placed in flexible groups based on data collected from continuous formative assessment

Closure

• Summary of the Whole Group
• Exit Questions
• Number Sense Routines

Small Group w/ Teacher

Teacher Directed Lessons are for Individuals and Groups of 3-6 Students at Their Instructional Level

• Conferring
• Administering Math

Running Records

• Interventions
• Double Dose of Mini-

Lesson

• Enrichment & Extensions
• Fluency Strategies
• Problem Solving

Leveled Workstations

All activities are designed for groups of 3-6 Students at Their Independent Level

• Practice for Current Unit of Study

with Manipulatives

• Problem Solving
• Strategy Based Fluency Practice
• Place Value
• Spiral Review
• Vocabulary
• Journals & Mathematical Writing
• IXL Math, Sumdog, Reflex Online

Practice Tools

Guided Math Workshop Structure for Balanced Mathematics Instruction

War ar m Up With a a Number T Tal alk

What doesn’t belong? Why? How does this relate to fractions? What do you see? How can you write a number sentence for that? How can this apply to all grades? What do you see? How are the kittens the same/different? How can you write a number sentence for that?

Standar ds B s Base sed M Mini L Lesso ssons Using M Manipulatives es f for Concr et ete & e & Visual Rep epr es esentations o

• f Mathem

emat atical C Concep epts

◍ Beaded Number Lines as a Learning Tool:

◌ Kindergarten: Count to 100 by ones and by tens (K.CC.1) ◌ 1st Grade: Understanding place value with tens and ones; Compare two 2-digit numbers (1.NBT.2-3) ◌ 2nd Grade: Extend place value understanding to hundreds; Fluently add and subtract within 100 using strategies; Begin to build an understanding of multiplication using skip counting and repeated addition by 2’s, 5’s, 10’s and 100’s (2.NBT.1,2,5) ◌ 3rd Grade: Rounding; Understanding multiplication and division by creating equal groups (3.NBT.1 & 3.OA.1,2) ◌ 4th Grade: Understanding decimal place value with tenths and hundredths in relation to the fraction; decimal equivalence and comparisons; adding and subtracting decimals in the tenths and hundredths place in relation to the fraction; Division with remainders using equal groups (4.NF.5,6,7 & 4.NBT.6) ◌ 5th Grade: Rounding decimals; Adding and subtracting decimals; Multiplication & division of fractions & decimals using equal groups (5.NBT.4,7)

Col

• llect a

and U Use Data t to

• For
• r m Gr ou
• ups

Run unning R Recor ds a and F Flue uency G Gr oup ups

◍

Small groups are flexible and are determined by needs/ability of students

◍

Data is collected through frequent/ongoing assessment

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Data is used to form groups and inform instruction

◌

Daily observations of students during whole group and small group

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Anecdotal notes on students: how work is completed, steps taken, errors made & corrected, journal responses, number talks

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Use of individual response boards (whiteboards, Smart Pals)

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Student conferences regarding fact fluency using math running records**.

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Students’ self-assessment using “thumbs up” routines

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Exit slips/Chapter quizzes/unit tests

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www.ixl.com diagnostic

Way ays to Or gan anize an and Differ enti tiate te W Wor ksta tati tions

◍ Differentiated Guided Math Workstations

◌ 30-45 minutes of small groups/workstations ◌ Fluency, Word Problems, Vocabulary, Digital, Current Lesson ◌ Rotation Workstations: ◌ More efficient for 3rd and 4th grade ◌ Open-ended tasks (ex: write and illustrate a word problem, open word problems, etc.) ◌ Choice of games, projects and activities (keeps students enjoying stations) ◌ Leveled Activities (modified station for each group. Ex: students play the same game, but with modifications) ◌ Project Workstations: ◌ More efficient for lower grades ◌ Allow students to use math in more creative ways ◌ Free Flow Workstations: ◌ Effective way to give students continued practice with specific skill ◌ Teacher works with each group for 5-15 minutes ◌ Teacher places a variety of activities in tubs according to each groups level/skill ◍

Student Data folders → focusing on where they need assistance

Closur e R e Routines es

The ex exit t ticket et is simply a question that is posed to all students prior to class ending. ... This formative assessment technique engages all students and provides the all-impo portant nt evidence of student learning for the

• teacher. The ex

exit t ticket et is a great in class assessment tool that can also help plan instruction.

THANK HANK Y YOU!