Math Core 1 Foundation

Which of these square numbers also happens

to be the sum of two smaller square numbers?

A. 16 B. 25

C. 36 D. 49
Rob Stephenson
STEM Consultant
Ingham Intermediate School District
rstephenson@inghamisd.org
517-244-1242
• Stand up if you….
• Have traveled outside of North America.
• Are excited by the new school year.
• Have met a celebrity…..
 Remain standing if you admire that celebrity.
• Plan to attend the MSU homecoming parade.
• Incorporate Guided Math/Math Workshop in your
current practice.
• Want to provide better differentiated math
experiences for your students.
Agenda:

9:00 Welcome, Learning targets & defining

better math
9:30 Foundational principles of guided math
9:45 Guided math stations
10:00 Exploring Math Core Lesson Resources
10:30 Break
10:40 Exploring Assessment Resources
11:25 Independent Stations & Fact Fluency
12:10 Lunch
1:10 Exploring Online Interactive Activities
1:45 Exploring Game/Center Resources
2:20 Break
2:30 Guided math in action
2:55 Sample schedules
3:15 Final Action Planning
3:30 Adjourn
What are your goals for today?
Learning Targets:
1) I can describe the components and benefits of guided
math models
2) I can access resources for core instruction, assessments,
online interactive games, and center activities that
support my grade level
3) I can describe guided math schedule options and how to
organize the classroom to support math workshop
4) I can explain the importance of math reasoning with
balanced procedural and conceptual math practice

Additional Goals:
5) Learn collaboratively
6) Develop an action plan for guided math implementation

7) Have some fun!

So what does better math look like?
What does a student Definition in your own words?

experience?
What does a teacher
experience??

BETTER
Math
Instruction

What it is not?
Plicker Pole Time

Which of these square numbers also happens

to be the sum of two smaller square
numbers?

A. 16 B. 25

C. 36 D. 49
 Why should we analyze our
mathematics programs?

78% of adults cannot explain how to compute the

interest paid on a loan.

71% cannot calculate miles per gallon on a trip

58% cannot calculate a 10% tip for a lunch bill

Phillips, G. 2007

(And this college student should have had $16,000!)

 To more effectively teach
math, we must…

• reach students at all levels of achievement

• provide diverse methods of learning
• allow more opportunities for observation and
communication by students
• encourage active engagement by students
• empower students

9
 Turn and Talk
Talk to your shoulder buddy about how math is taught in
your building (think about the differences in classrooms
& grade levels). Are these components part of the math
instruction?

____ whole group instruction

____ mini-lesson
____ debrief
____ small guided math group
____ workstations
 Guided Math
Infrastructure
• Concrete (base-ten blocks, cubes,
counters, etc.),
• Pictorial (model of thinking –
pictures, drawing, diagrams, tables)
• Abstract (number sentences,
equations, expressions)

Why is it important to incorporate each?

 Guided Math Common
Practices
• Classroom Environment of Numeracy
• Math Warm-up/Calendar Board
• Individual Conferences
• Ongoing Assessment
• Whole Group, Small Group, & Math Workshop
Instruction
• Students learn in small differentiated flexible
groups based on their readiness level
• Students practice with the teacher, with each
other, and by themselves

So what does it look like?

https://www.youtube.com/watch?v=XOjoG1Lxe1o
Reactions to the Video Clip

Questions?

Reflections?

Barriers?
Guided Math Stations:

Generally, there are four rotations:

1) Teacher table
2) Independent work
3) Center/Games
4) Online Interactive Practice
Guided Math Stations

Teacher Table
This is where the teacher will do direct
instruction on the concept from the core
program, model it, and allow for the
students to practice with guidance in
their small ability groups.
What are the benefits of
small groups for that core
instruction?
• Gives children the chance to develop their own
strategies for solving problems.
• Supports differentiated instruction.
• Fosters student articulation about a problem.
• Provides opportunity to assess each student’s needs.
Guided Math Core Lessons

What math program do you presently use?

A. enVisionMath
B. Everyday Math
C. A collection of CCSS Resources
D. Other
How can your current program
be delivered in a guided math
format?
My district’s math program is aligned with the CCSS.

A.True
B.False
Let’s Explore Core Math Resources

bit.ly/isdmath Math Core Lessons

How could those resources
support your current instruction?

In what standards does your

current program fall short?
Let’s take a 10
minute break.
Next we’ll take a look at resources for
Establishing Flexible groups.
 Establishing Flexible Groups

Students can be grouped based on their mastery levels

of goals/objectives, skills, concepts or strategies being
developed.
 Flexible Grouping

Students move in and out of groups

based on need. In geometry Parker
could be in group 1 and in
measurement he could be in group 5.
What formative assessment
resources do you have to
establish your flexible groups?

Ta l k
a b l e
T
 HOW DO I SET UP THE
GROUPS?
• BEN

• SCREENERS
• BENCHMARK TEST
• QUIZZES
• INTERVIEWS
• CHAPTER TESTS
• TEACHER OBSERVATIONS

bit.ly/isdmath Assessing Resources

Analyzing Student Pre-Test

• Grade student pretest

• Sort into four groups or stacks with like
errors. These become the math groups.

p 1
u
Gro
 Create your own Formative
Assessments with Inspect
Itembank

• 50,000 CCSS items are already banked

• Working on performance items that are Smarter Balance (like)
• Depth of Knowledge and Bloom’s Taxonomy are noted
• Add on cost is$1.50 per student—
What formative assessments will
you use to set up your flexible
groups?
Guided Math Stations
Independent Work

Students often complete

the lesson’s paper pencil
task in this rotation.

What might students do when they finish?

”I’m done….what should I do
now?”
• Fact Fluency (flash cards, fact
triangles, Xtramath.org,
digitwhiz.com)
• Vocabulary Station
• Math Literature
• Math Journals

What will students do when they finish

their independent work station?
Let’s Explore Fact Fluency Websites

bit.ly/isdmath Fact Fluency Practice Websites

Math Workshop
• Students work independently, in pairs,
or in groups.
• Procedures and routines must be
established and practiced.
• Activities should provide opportunities
for exploration or practice of
mastered skills.
• The work need not be related to the
work being done in small groups.
• The duration of each center is up to
the teacher (typically 15-20 minutes
per rotation).

Let’s look at an implementation where the classes use enVisionMATH.

https://www.youtube.com/watch?v=IemfuBDS8b4
 Teacher’s Role During Guided Math

• Analyze formative and summative student data

to plan for instruction and flexible grouping
• Develop a system for tracking student learning
• Use a new approach and strategies to teach
small group instruction
• Set up standard-based work stations with a
focus on problem solving
• Conference with students individually
• Acts as facilitator
Student’s Role During Guided Math

• Work in small groups at different work

stations and/or with teacher
• Understand the guided math schedule
• Are accountable for producing quality work
• Demonstrate responsibility.
Time for Lunch

LU NCH

See you in one hour!

Remember, one of the goals of
Guided Math is to Empower kids.

How can this model do that?

https://www.youtube.com/watch?v=G0iXEIpgzNk
 Guided Math Stations

Online Interactive Practice

Carefully selected online

activities can connect to your
standard and still be fun.
My students have regular
access to Internet
connected devices.

A. True
B. False
Online Interactive Game Resources

bit.ly/isdmath Online Interactive Games

I use a SMART Board
within my classroom.

A. True

B. False
Using a SMART Board as a
Station
A lesson is put up on the board for small groups of
students to be interactive with it.

When trying to access premade SMART board

activities, SMART Exchange is your best resource.

You can search by subject, grade level, keyword, etc.

What will you use for a
technology station during guided
math?

What could be integrated if a technology station is not an option?

Ideas for Workstations
• Technology (computer games, iPad tasks, calculators,
SMARTboard activities)
• Fact Fluency Station (flash cards, Xtramath.org,
digitwhiz.com)
• Games
• Problem Solving Station
• Place Value Station (Base ten manipulatives)
• Measurement Station
• Manipulatives: geoboards, tangrams,
• Vocabulary Station
• Review and Practice Station
• Math Literature
• Math Journals
 Guided Math Stations
Centers/Games Station

Games can be collected and

housed for students to
choose from?

Must the game relate to the day’s standard?

Let’s Brainstorm Game
and Center Ideas

What games/centers might you use?

Additional Games & Centers Resources

bit.ly/isdmath Games & Centers Ideas

 Game Swap

Consider one of your favorite games or

centers that you like to include in your
math instruction (or identify one that you
found today) and describe it to the
people at your table.
Let’s take a 10
minute break.
Next we’ll take a look at Guided Math
in action, look at sample schedules,
and, discuss tips on organizational
strategies.
Work Stations Game Examples—
Lower Elementary

https://www.youtube.com/watch?v=0X0pe72Sz3k
Work Stations in Action—
Upper Elementary

https://www.youtube.com/watch?v=oMUx-bc3E8E
Thoughts about the examples?

Other questions?
Let’s look at some sample math
schedules to determine what
may suit you best.
 Guided Math Structure
(the commonalities)

Work Stations

Guided Math

Small Group
Math Instructional Instruction
Block

-Think Aloud
Whole Group -Core Lesson
-Review/Assess
Guided Math 20-30 Minutes •Small group reteach,
conferencing &/or extension
•Collaborative problem-solving
•Center Activities
•Manipulative discovery and
connections

Think-Aloud 10-15 Model thinking process for

problem solving & test-
Minutes taking strategies

•Whole group standards-

Core Lesson 30-60 based lesson
Minutes
•Review important concepts
Review/ 10-30 Minutes •Reflect or Assess
Assessment
Total Time 120 Minutes
Think-Aloud 10-15 Model thinking process for
problem solving & test-
Minutes taking strategies

•Whole group standards-

Core Lesson 30-60 based lesson
Minutes
•Review important concepts
Review/ 10-30 Minutes •Reflect or Assess
Assessment
Guided Math 20-30 Minutes •Small group reteach,
conferencing &/or extension
•Collaborative problem-solving
•Center Activities
•Manipulative discovery and
connections

Total Time 120 Minutes

 Set up your 90 minute schedule
90 minutes

Teacher Station Station 1

Whole Intervention Math Fluency 10 min
Wrap Up
Group Lesson
Lesson Whole Group
20 min Station 3 Station 2
Problem Solving Skills Practice

Teacher Station: Teacher will work with homogenous group

for 20 to 30 minutes each.

Struggling Emerging On Target Content Material

can be used at
any station.
Guided Math 40 •Small group reteach,
conferencing &/or extension
Minutes •Collaborative problem-solving
•Center Activities
•Manipulative discovery and
connections

Think-Aloud 15 Model thinking process for

problem solving & test-
Minutes taking strategies

•Whole group standards-

Core Lesson 20 based lesson
Minutes
•Review important concepts
Review/ 15 •Reflect or Assess
Assessment Minutes
Total Time 90 Minutes
Math Energizers 5-7 Review and Practice
Minutes
Whole Group Mini 7-10 Minutes Whole group standards-
Lesson based lesson
•Small guided math group
Work 30-45 •Individual math interview
Time Minutes or conferencing
•Workstations

Share 5-10 Minutes •Discuss Major Takeaways

•Writing Response

Total Time 70-75 Minutes

70- 95 minutes
10-15 min
Whole Class Lesson Introduction (would include Math Message and or review
and a brief introduction of the days lesson)

15-20 min 
Group Rotations
Group 1 Group 2 Group 3 Group 4

1st Station Meet with Math Math Individual

Teacher Games Card Work
Game

2nd Individual Meet with Math Math

Station Work Teacher Games Card
Game

3rd Math Individual Meet with Math

Station Card Work Teacher Games
Game

4th Math Math Individual Meet with

Station Games Card Work Teacher
Game
 Sample Guided Math Schedule
With 3 Day Workshop Format
Day Activity Component

Monday Activating Strategy Whole Class

Preassessment
Problem Solving
Think-Aloud
Prep for independent
work
Introduce New Games
Tuesday Read-aloud Whole Class
Independent Workshop
work/conferencing Conferencing
Guided Math Group 1 Small Group
 Sample Guided Math Schedule

Day Activity Component

Wednesday Problem challenge Whole Class

minilesson Workshop
Independent Conferencing
work/conferencing Small Group
Guided Math Group 2
Thursday Independent Workshop
work/conferencing Conferencing
Guided Math Group 3 Small Group
Guided Math Group 1
 Sample Guided Math Schedule

Day Activity Component

Friday Math Huddle Whole Class
Create class chart to
post in classroom for
reference
60 Minute Model

Whole group mini-

lessons=15 minutes

One work station= One work station=

15 minutes each 15 minutes each

Math talk follow-

up=15 minutes

In this scenario, there are only two work stations a

day requiring two days to see each student in small
group.
 Who is doing what and when…
When? What is the teacher What are the students
doing? doing?
Prior to Guided Math • Updating stations • They are not present
• Determining schedule
• Making materials
accessible
Mini Lesson at the • Review/introduce • Attend to the adult
Beginning work stations and • Using math talks to
expectations share ideas and
• Review/introduce strategies
new math concept
• Listen to students
explain their thinking
Work Stations • Observing/Assessing • Focusing on station
students task
• Leading differentiated • Explaining math
small group thinking to one
instruction another
After Guided Math • Facilitating discussion • Sharing what they
learned
What is your preferred Math
Schedule model?

Think Share
Please work with your colleagues to
continue to develop your action plan
for implementation.
 Other Action Plan Considerations
• Decide on rules and
routines
• Set up groups
• Create a schedule
• Decide on the focus content strand
• Decide on the mathematical practices
that you will highlight
• Plan group and mini-lessons
• Design workstations
• Put an accountability system in place
 Please be sure to fill out the
evaluation form and leave it on the
table.

Feel free to contact me:

Rob Stephenson
STEM Consultant
Ingham Intermediate School District
rstephenson@inghamisd.org
517-244-1242