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- Part II {with FREEBIE!}

Welcome back!  Last week I posted about how to begin teaching independence so guided math can be successful in your classroom.  If you missed that post click here to read it.

As I explained in my previous post, setting up these rotations will take time.  Now that you have spent a week building some independence you can begin teaching a second rotation.  I like to choose one of the simplest ones so I can still monitor students who are supposed to be at the seat work center.

Week 2:  Adding your second Center 

Day 1 and 2: Introducing the new center 

My second center is notes.  I have found that it helps students retain the academic vocabulary that is involved with math and it gives them immediate repetition on something they just learned.  How involved and difficult your notes are will depend on the age of your students.  In third grade we had a lot of definitions, in first grade there will be a lot of pictures.  

Model:  I begin my math block by explaining that during math time there are several different things that we do.  One is seat work.  We do a quick review of what seat work looks like and read through the expectations.  I then explain that today we will learn another one.  We will each have our very own math notebooks.  We read through the expectations several times.  I then proceed to make an anchor chart of what a page in our math notebooks may look like.  Now, I have to copy it.  I use my document camera to model for the students how I very carefully copy the notes page into my notebook.  I also double check for spelling errors and make sure it is nice and neat.   

Practice:  Students get their notebook out of their desks and return to the carpet (that is where my anchor chart is) and open to the first blank page.  We practice this several times.  What direction do you hold the notebook?(I write MATH on the cover to help them know which way to hold the notebook). How do you know if it is the first blank page?  Students do not do ANY writing yet.  They are just practicing holding their notebook the correct way and opening to the first blank page.  We repeat this exercise until we all have it.  

(again- if students start chatting, START OVER.)  

Execute:  Students will get their notebooks, open them, and copy a page of notes.  I set a timer and tell them they must use the ENTIRE TIME.  If students rush through and it is sloppy, I remove the page from their notebook and they start over.  I have students raise their hand and I check before they start copying anything.  

 *as always if they start chatting- start over.  I remind them that notes is just as important as every other center.  

* my notes center is often a few practice problems that I would like students to work on. It depends on what I feel they need review work on- or if I want to make sure they are practicing something new.  It is another quick way for me to assess how students are doing on a topic.

Day 3:  Alternative to Notes  

Some notes will be too time intensive for students to copy (and frustrating for those who struggle with writing).  For that reason I will take a picture of the anchor chart and print off copies.  Students then need to glue the copy into their notebooks and fill in any blanks I might have left as practice problems.  

Model:  Begin the lesson by reading through notes expectations with students.  Explain that some days instead of copying it all they will glue it in their notebook and fill in the blanks.  Model how to get a copy (and where they will be found), show them how you glue it into your notebook trimming the edges as needed and cleaning up after yourself.  (depending on the age of your students you may need this to correspond with a scissor safety lesson- I make my copies small enough so scissors aren't needed).  I then model how to fill in any answer blanks that have been left for me to fill in (make them obvious).  

Practice:  Students will get notebooks, pencil, and come back to the carpet opening to the first page.  No one does anything until every student is on the first blank page (you may need to practice this a few times).  

Execute:  Once that has happened allow students to get a copy of the notes and a glue stick.  Since we are doing this whole group at this point I call up a few students at a time to grab their copy.  They glue it in to their notebooks and fill in the blanks. 

*I always have two pages for students to glue so they can practice this more than once.  

*DO NOT bring copies or glue sticks to any of the students.  Tell them where their materials can be found. 

Day 4:  Introduce the timer 

I always have 2-3 activities for this day, so the students have a few opportunities to practice.  

Model:  I model and review all the expectations from start to finish.  

Practice:  Students practice from start to finish (you will probably have to go back to the model step at least once during this time.)  Students get their notebooks, open to the first blank page, take their time filling it out and then place it open on their desks when the timer goes off.  

  

Execute:  I continue practicing until students (or all but a few of them- those students I take back to the start and they spend extra time practicing with me.)  are showing that they know the expectations.  If more than a few are off task- the whole class practices again.  

*For the first few days of notes practice I have them add the center expectations they have learned so far, I also may use notes to teach a new game or do some review problems.  

Day 5:  Students practice 2 centers  

This is the first day students practice moving from one activity to another.  I spend most of this time modeling how I want them to move and we teach expectations for transitions.    

Model:  I model for the students how I want them to move from Notes-Seatwork or Seatwork-Notes.  

I choose some volunteers and they help me model how to move between the two as well.  

As a class we read through the expectations for Seatwork, Notes, and Math (pictured below).    

                                      

Practice:  I split the students into two groups and they practice moving from one area to another without any talking.  We usually have to practice this a couple of times.  

Execute:  I start a timer and 1/2 the students go to notes while the other 1/2 go to seat work.  When the timer rings they switch.  Students will forget what to do and when- go back to the model step and review center expectations as needed.  I usually have two activities for each center so we get to practice it twice from start to finish.  

*Don't forget!  Do not monitor and help, the goal of these exercises is to teach them independence so you don't have to worry while teaching a small group.  

Introducing any new centers:  

I follow the same schedule I used for seat work and notes to introduce my last two centers (technology and table).   

Spend 2-4 days practicing that center all by itself whole group.  This gives students ample time to practice and learn the RIGHT way to do a center.  

Then spend 1-3 days practicing rotating between the new center and ones they have already learned.  

Do not be afraid to stop them and go over expectations as a class.  

Do NOT start working with small groups until their rotations are second nature.  I always tell my students that I hope they can do it in their sleep!  :)  

Once I have done that I teach the math games (that are for early finishers and days when I have a sub) to my small groups at the table.  

If you want the expectations posters I use in my classroom they are my gift to you!  

 CLICK HERE to download the posters! 

Stay tuned for my next post- Guided Math, Start to Finish   

I will detail what my math block looks like and what students are doing at each center on a normal day in my room.  

If you have any questions or comments I appreciate your feedback!  

Thank you for reading!  

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!