Transcript Creating a Numeracy Rich Environment

A JOURNEY TO A
NUMERACY RICH
ENVIRONMENT
A Tour of Guided Math
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!
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Foundational Principles of
Guided Math
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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.
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.
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Mini-Lesson: Anchor Chart
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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
Classroom Environment
A classroom where students are
surrounded by mathematics.
 This includes real life tasks, data analysis,
math word walls, measurement,
mathematical communication, classcreated math charts (anchor charts),
graphic organizers, calendars, and
evidence of problem solving.
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Environment of Numeracy
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.
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RAP
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
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Anchor Charts
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
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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
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Daily 5
Fluency of Numbers
Writing and Representations
Make Meaning
Problem Solving
Investigating
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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
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Commentary
Commentary
Assessment
Forming groups-Using assessments to
determine what groups students should be
in for guided math.
 Common assessments-IMI/BM, Unit
assessments
 Accountability of workstationsIndependent work, Observation of work
completed, folders
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Closing
Road Map:
Where are you now?
Where do you want to be
by Thanksgiving?
How will you get there?
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