Guided Math: Environment of Numeracy and Math Warm-Ups August 10, 2012

1. Guided Math: Environment of Numeracy and Math Warm-Ups August 10, 2012 “Do things better than they have ever been done before.”

2. Goals for Today

3. Guided Math

4. The Ol’ Switcheroo! Let’s play anEnvironmentally Friendly Team Builder Game

5. Reflection Time • Write your name on your journal • For grade, indicate you are the Mathematician at your home campus. • Turn the page to Journal Entry #2 • Answer your prompt

6. 7 Instructional Componentsof a Guided Math Framework

7. Guided Math-Laney Sammons

8. Book Study Time • Chapter 2: Using GM to Create a Classroom Environment of Numeracy • Step 1: Preview Activity/Read and Reply • On your own please answer the 2 questions posed. • As a table group, create a T-Chart using Chart Paper. Please post-it up when you are done • Use the ideas from the Read and Reply section • Step 2: Gallery Walk • 3 Green Dots for things that are a “GO” at your campus • 3 Red Dots for things that you could use more support on

10. Classroom of Numeracy • Mathematician Friendly • Organized • Numeracy rich • Social process • Student responsibility • Constructive process • All children can learn math!

11. Classroom Arrangement: Math Alcoves • Rationale • Guidelines • Visuals • CSCOPE connection • Kagan/Tate/Brain Compatible strategy or structure

12. Numeracy Rich Environment: Math Journals • Rationale • Guidelines • Visuals • CSCOPE connection • Kagan/Tate/Brain Compatible strategy or structure

13. Home Area Large group meeting area Small group area Workshop area Manipulatives storage Calendars or agendas Manipulatives Problem of the Day Word Walls Graphic Organizers Class Made Charts Tools for Measuring Math Literature Student Authored Books Math Connections Make-n-Take Time • Rationale • Guidelines • Visuals • CSCOPE connection • Kagan/Tate/Brain Compatible strategy or structure SCE-I Coach Playbook

14. Lunch Time!!

15. 7 Instructional Componentsof a Guided Math Framework

16. “Participating in a variety of brief mathematical activities…leads students to make subtle mental shift into the world of mathematical awareness and learning. “ (p.68) • Math warm-ups should be quick and later discussed by the class.

17. Math Stretches • Data Collection and Analysis • Olympic Charts and Graphs • Discussion and Journals • Types of Discussion (p. 77) • Number of the Day • What’s Next • Family Math • How did you use Math last night • _____ makes me think of _____ • Current Events

18. IFD Study • Using an IFD, create math stretches that can be used through-out the unit. • How would you support your teachers on using Math Stretches appropriately? • How can Math Stretches be differentiated? • At-Risk • Tier 2 • Tier 3 • LEP • GT • SPED

20. Math Warm-Ups: Calendar Board • A daily, 10-15 minute math activity that can preview, reinforce or review math concepts • Allows teachers to offer consistent, daily learning opportunities • Students are actively engaged in continuous learning process • Provides visual models to help address the need for differentiation • Fosters the growth of mathematical thinking and use of academic language • Variety of TARGETED Student Expectations can be included in the Calendar Board Lesson

21. Math Warm-Ups: Calendar Board

22. Make-n-Take Time: Create a Calendar Board How can we best support teachers with the concept of Calendar Board aligned to the TEKS and CSCOPE pacing? • Use your Math IFD (Units 1-2) to focus on some SE’s that you can address during calendar time. • Use your envelope of calendar resources to determine what activities you will embed into your calendar board (*each segment must be aligned to an SE). • Be as creative and intentional as possible • We will present by grade level and create a Master K-5 Calendar Book.

23. Closing • Math Journal Entry #3 • SCE-I Evaluation • Q and A