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a Journey TO 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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a Journey TO A Numeracy Rich Environment

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  1. a Journey TO A Numeracy Rich Environment A Tour of Guided Math

  2. 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!

  3. Foundational Principles of Guided Math • 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.

  4. 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.

  5. Mini-Lesson: Anchor Chart • 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

  6. Classroom Environment • A classroom where students are surrounded by mathematics. • This includes real life tasks, data analysis, math word walls, measurement, mathematical communication, class-created math charts (anchor charts), graphic organizers, calendars, and evidence of problem solving.

  7. Environment of Numeracy

  8. 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.

  9. RAP

  10. 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

  11. Anchor Charts

  12. 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

  13. 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

  14. Daily 5 • Fluency of Numbers • Writing and Representations • Make Meaning • Problem Solving • Investigating

  15. 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

  16. Commentary

  17. Commentary

  18. Assessment • Forming groups-Using assessments to determine what groups students should be in for guided math. • Common assessments-IMI/BM, Unit assessments • Accountability of workstations-Independent work, Observation of work completed, folders

  19. Closing Road Map: • Where are you now? • Where do you want to be by Thanksgiving? • How will you get there?

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