Guided Math, Start to Finish

Welcome back!  We are nearing the end of the guided math series!  Today, I will share with you what a day in my classroom looks like and what each student is doing during guided math time.  

I am passionate about guided math because I get the opportunity to assess and have contact with EVERY student in my room, EVERY day during math.  I also love the flexibility it allows me and how easy it is to differentiate

My math block is after lunch from 11:55- 1:10, That gives me 75 minutes to teach math.  The following chart details how each minute of that is spent! Afterwards I will go into detail about what each part of my math block looks like.  

Whole Group Review:  

When students enter my classroom there is a math problem on the easel at my carpet.  They take a seat and begin solving it mentally.  I use the Number Talks model in my classroom. It really helps improve number sense and kids have to verbalize their thinking for their peers!  I LOVE it, click on the link if you want to know more!    I try to choose review problems that will prep my students and get the background knowledge I need in the forefront of their minds so we can move through the lesson quickly.  After we have shared answers and strategies I move on to the mini-lesson.

Whole Group Mini-Lesson:  

Sometimes I show a video, sometimes we define vocabulary and sometimes we do example problems.  This is where I INTRODUCE the new concept we are learning.  I emphasize introduce because I do NOT expect all the students in my room to understand what is going on at the end of the mini lesson.  We create an anchor chart as a group with the new information, talk about it for 1-2 minutes and I may take a few questions.  The reasoning behind this is that I will see every student in my room back at my table for 14- 19 minutes (depending on the number of groups I have).  This is when I can address their questions specifically and offer the support they need to understand the concept.  

Rotations:  

I have had large classes the past couple of years so I have had to use 4 centers.  It is very important to me that the groups are small enough that I have time to work with each student.As you can see from the chart above I give my students 1 minute to transition.  I don't want to waste any time so we practice over and over until we can move in under a minute!  For students who need extra time to transition we have a special agreement and they wait until everyone else has moved and is settled before they move.   Here I will share what happens at each center.   

Table (me):  

This is where I continue the mini-lesson in small groups.  I answer students questions and we walk step-by-step through examples.  I am constantly questioning the students and they either have a whiteboard or a sticky note to write down their ideas as we work.  My math manipulatives are ALWAYS on hand so I can pull those out for groups that need them.  The last few minutes is always spent independently doing a few practice problems while I watch so I can see how each student is doing with the new information.  With some groups it will be obvious that they already understand the concept when they get to the table.  With those groups I extend and challenge them with higher level thinking questions.

Differentiation:   This part is easy!  My table groups are created by skill level so I can tailor the lesson to the needs of each group!  

Seatwork (desks):  

This is the review portion of math.  Some days my students have a worksheet, some days there are problems written on the board for them to solve.  I always make sure that we are reviewing information that all the students in my classroom have learned already.  This means doing review from the previous grade at the beginning of the year.  In third grade my students could read directions and the few that could not had an assigned partner to work with them.  In first grade I will be using seat work that is formatted in such a way that students will not need to read directions in order to complete it.  The beginning part of the school year will be spent teaching how to complete these assignments.  If an assignment needs directions I do that during whole group time.  

*If students finish this center early they can go work on notes.  If their notes are done they can go choose a game.

Differentiation:  Students who need a challenge, or students who are behind will have different seat work placed on their desks.  My students know that if there is a sheet on their desk at the start of math- that is what they need to complete during their seat work rotation.  

Technology(computers/ipads):

In my room I have 6 computers and two iPads.  Since I do not have enough iPads to go around I have those on a rotating schedule.  When it is their turn for the iPad they go get it instead of doing their computer rotation.  I let students take the iPad anywhere in the room they want as long as it is not distracting to anyone else (I take it away if it is, so that has never been a problem).  Students who are at computers are working on MobyMax.  Check out the link if you haven't seen it yet. I. AM. OBSESSED.  There is a free version and I had great success when I used it.  This past school year I decided to fork over the money and get the paid version.  LOVE IT.  This website makes it easy to assess and and assign common core aligned topics to individual students.  

I should probably mention that these opinions are ENTIRELY my own and I am no way affiliated with MobyMax- just a really happy customer. Okay, Tangent over.  This rotation is one I would never give up.  The students are motivated because they love working on the computer, and it means that my students are using a computer every day.  These days it is so important for students to have computer skills!   

Differentiation:  Since I use MobyMax I login at the end of each week, see how students are doing on different topics and assign new ones.  If I think they need to I will restart them on a lesson or even end one (because its too hard/easy)  and assign different ones.  

Notes (carpet area):  

Students copy the anchor chart we created during the mini-lesson into their notebooks.  (For younger students I take a picture of the anchor chart and they glue it into their notebooks).  I almost always leave 1 or 2  answer blanks on the notes page for the students to fill in.  When the rotation is over students leave their notebook open on their desks so I can check it at the end of the math block.  

*If students finish this center early they can go work on seat work.  If their seat work is done they can go choose a game.  

Differentiation:  For students who struggle with writing- some I give extra time and others always get a copy of the anchor chart to glue into their notebooks and they have a partner who can read something to them as needed.  

*This is the rotation I am not particularly attached to.  I think it has some great benefits but I don't think its appropriate for all grade levels.  Since I am making the move down to primary this year I am playing around with some other center ideas.  

Games:

This center is for early finishers.   It used to be one of my regular rotation centers but I had too many behavior issues so I got rid of it and added notes instead.  I teach different math games during the first week to my small groups at the table.  I have games with dice, playing cards, concentration games, etc.  Students learn the proper way to handle the materials and how to win or lose graciously.  Students also learn games they can play alone.  If they are not following expectations with games they lose the privilege and have to stay at their assigned center.  

When a student finishes early and sees another student is also done they can ask them to play a game. If they can't agree on a game or other students aren't available they choose an independent game.  

Differentitation:  Throughout the year I teach students twists or challenges to the games that they already know to make them more difficult.  

Another way I have done games is to have assigned game stations.  I then place certain games at those stations so students are getting practice on something specific.

Recap: 

I always squeeze in a quick recap of the lesson before or right after our afternoon recess.  We quickly review any new vocabulary or new skills we learned that day.  Sometimes we do it whole group and I call on students, other times I will put up a practice problem and each student will turn a sticky note in to me.  

Thank you so much for reading!  Please leave me feedback in the comments :).  

Watch out for my next post- Guided Math Center and Resource Ideas  

How to Set Expectations for Guided Math Centers

I have had several teachers tell me that they struggle keeping students on task during guided math and it is one of the reasons that they do not like it.

Setting up expectations for guided math can be tricky and you have to be willing to invest the time.  Students must understand how to work independently and how to stay on task in order for this to work.  I spend an entire month setting up my expectations for guided math.

I am going to outline here how I begin teaching students independence in my room so that guided math is successful.


The four centers I have are:
Technology,
Table(Teacher),
Notes
Seatwork
Check out my post here if you would like to see how I created my centers.

Week 1:  Setting up Seatwork

  

Day 1:  Getting materials the RIGHT way
I start by giving students my expectations of them during seatwork time and explaining where they can get all materials they will need.  There is a tray next to the door where their seatwork will ALWAYS be, starting from the very first day.

A mistake I made when I was first implementing guided math was passing out papers to the students, or having someone else do it until we began rotations.  I heard "Where is the seatwork?  I forgot." about 8 billion times.

Model:  I read through the expectations poster (pictured above) and explain to the students what I am looking for and where they can get their materials.  I and a couple of volunteers model how to get seat work and take it to our desks with NO talking.

Practice:  I tell all students to get their seat work.   (there WILL be talking, pushing, etc.  stop EVERYTHING and go back to the  model step above).

Execute:    Send students to get seat work again.  Be prepared to do this SEVERAL times.

Once they have done that make sure to praise the behavior and talk about all of the GREAT things you saw.  Be specific!  This reminds students what they SHOULD do during that time.
"I saw ___ and ____ move around each other with no pushing!"
"I saw ___ and ____ put a finger to their lips to remind themselves not to talk"
"I saw ___ let others in front of him/her in line!"

*practice a few more times - I never have students do any seat work this day. We are just practicing how to get our materials.

Day 2 and 3:  How do I work independently?  
Model:  Start the day by reviewing the expectations.  I read them first, and then they read along with me.  We practice this a few times.

Practice:  I then place their seatwork in the tray and tell them to go to seat work.  I always start the line, modeling for students how it should look.  Again, there will be a few students who talk and mess around.  When this happens I say "oh no!  This is NOT what seatwork looks like!  We need to practice" (go back and review expectations).

Execute:  Once students have gotten their seat work silently and taken it to their seats you can actually let them begin working.  Some students will begin talking, I usually take that student all the way back to the beginning to practice getting work and taking it quietly to their seat and working without talking.  If there are several students talking stop the class and go all the way back to Model.

It is important when teaching students to work independently that they have something they CAN do independently.  I use math color by numbers during this first week.  Students enjoy them and they are getting fact practice at the same time.  Also, most students won't finish these during this time so you don't have to worry about the "I'm done! now what?" while you are trying to teach procedures.

Spend at LEAST 2 days practicing this.

Day 4:  How and where do I turn in my work?  
Model: Start the day off by reading the expectations for seat work. (Read aloud to them and have them read with you).  Then show students where and how you want them to turn in their work.  I set the timer for 2 minutes and show them how I get my work, take it to my seat (elmo), I double check my answers, make sure my name is one top, etc, and turn it in to the basket when the timer goes off.

Practice:  Students then collect seat work take it to their seats and we go through the entire page together.  We double check answers, erase and rewrite any messy handwriting. This is the day I explain that their work MUST be neat and complete or it goes back to them.  This is to keep students from rushing and to encourage them to check their work.

   Execute: We take it from the top and students collect work, go to their seats, double check it and turn it in.  I make sure we have a couple of short assignments so they get lots of practice today. I always make sure the last activity I have planned is fun so students who have to redo because they chose to rush don't get to do it, and students who are working hard on following your expectations have a reward.  As I am handing back the earlier assignment I say (NOT sarcastically) "aw man, its too bad you have to redo this work and don't get to do the other one.".  This shows them that I am sincerely empathetic for the poor choice they made- but again that I will NOT budge on my expectations.

*Any time there are students off task, review expectations and start over walking through the rotation with them.

*** DO NOT walk around the room to monitor and help students during this time.  This will teach them to expect your help while they are at seatwork.  When you are actually doing rotations you will be busy teaching.  I sit back at my table and remind students that they CANNOT interrupt me when I am sitting at that table.

Day 5:  Put it all together 
Model: Start the day by reading the expectations all together.  (You want students to have these MEMORIZED way before you begin rotations).   Model expectations for them, have students comment on what kinds of things they see you doing while you are at "seat work".

Practice: Now, students will get to do a seatwork rotation from start to finish.  I place their seatwork in the tray and remind them that as soon as the timer starts it is "seatwork time".The introduction of the timer always causes some excitement and therefore talking.  I stop the timer and say "oh no!  This is NOT what seatwork looks like!  We need to practice"! We go back to model. This may take a few tries before they get their seatwork calmly, and quietly take it to their seat.

Execute:  For today they are practicing using ALL of their time so no one is allowed to "finish early".
Students may turn their work in to the basket when the timer rings.  (again, there may be some pushing and shoving- send them back to the practice step and review expectations).

DO NOT walk around and assist.  The whole point of this activity is to teach students to work without your help.  Remind students that they can come ask you a question when the timer is not running.  So if they are stuck they may skip it and move on and get your help at the end.

When the timer rings I give students about 2-3 minutes to turn in their papers and return quietly to their seats.  Students who have a question on a  problem may come back to my table and ask for my help.

Differentiating  
Now students should clearly understand what is expected of them during their seatwork time.  The most important thing to remember is to make sure students have seatwork they can do without you.  I use common core review problems that are a part of our math program.  Students who are far above or below grade level are given different seatwork.  It is placed on their desk before math starts.  That student knows that I have given them something specific to work on and that it replaces their seatwork.

Congratulations!  You have set up 1 center rotation and hopefully your students are already learning some independence.  I know this feels redundant- but you want this to be almost robotic before you try to add in any more centers.

Stay tuned for How to Set Expectations for Guided Math Centers- Part II
I will be including my expectation posters for your use!

Thanks for reading!  Please comment below!

Why STEM?

I am so excited to begin my new adventure this fall in first grade!  I am definitely a little nervous as I have spent the last two years with third graders- but we will learn together.  I'd like to start my blog by sharing some of the GREAT successes I have had integrating STEM activities into my classroom this past year.

I had heard great things from other teachers but I was not prepared for the amount of engagement and learning that would happen in such a small time with absolutely no help from me.  The first activity we did was build a tower out of index cards.   I saw several different variations of this on pinterest but I tried to keep it pretty simple since this was our first STEM activity.  (I didn't get any pictures of this one!)  I watched as the students struggled to balance the cards against each other.  Some groups (my early finishers) got frustrated pretty quickly.  Then, I looked over to see another student- one who struggles in some academic areas bending and tearing cards to attach and stack them.  This student quickly built a tower and then looked around to see his classmates still struggling.  He grinned at me, took it completely apart and said "I think I can make it taller".

I couldn't believe it, it was phenomenal to see him having such success.  After a few minutes he offered to go help some other groups and I sent him around the room.  As he explained that the cards would not stay stacked unless they did something to change them I saw the lightbulb come on.  I was SO impressed with the final product from each group.

So, reasons to do this STEM activity in your room?

1.  minimal or no financial investment- all you need is some index cards
2.  No lesson plans required- this is inquiry style student led learning
3.  Students get practice thinking outside the box
4. Students get practice with team work and encouragement
5.  This will engage ALL students in your room and it will surprise you which students are the most engaged and successful

I used a rubric to grade each group (teamwork was worth the most points so they didn't argue!). Below is a link to the google doc I used as a rubric for each group!  In order to edit the document you must make a copy of it and save it to your documents.  Enjoy!

Card Tower Rubric