Guided Math Book Study {Chapter 6}

The chapter begins with the question, What is Math Workshop?

Laney Sammons writes on page 185 “In general, Math Workshop is designed to build on each student’s strengths and needs”.  During math workshop students are able to work collaboratively to “encounter tasks that not only encourage the development of conceptual understanding, but also the work habits that will lead to their future success.”  During this time the teacher can work in small groups with other students.

Followed by Challenges of Math Workshop

It takes time to plan and implement math workshop.  In my opinion, my workshop should be planned the same way you would you reading workshop.  All procedures and routines should be practiced and model prior to full implementations.

The chapter now focuses on nine best tasks for Math Workshop.   

See figure 6.1 on pages 188-189 for a chart of math workshop components.  All math workshop components should have been taught and modeled so the students can work independently.

• Review previously mastered concepts-- allows students to maintain what they have previously learned.  Basically children are review skills that have already been taught.  Before you add anything to your math workshops model what is expected and practiced.

• Practice for math fact automaticity—students work in pairs to practice math facts using flash cards, games, computers, etc…  There are a variety of items for purchase or free for your students to use.  I use flashcards cards from Dollar Tree or Target Dollar spot.  I store them in recycled lunch meat containers.  This is the first thing the students work on in math workshop. 

•  Use mathematical games to reinforce concepts—Students should have been taught to play the game before it enters math workshop.  The games you choose from math workshop should match your curriculum.

• Practice problem solving— The author discuss using problem of the day or problem of the week at this work station.  She gives suggestions on how to pick out your problem so that it is appropriate for the students.  She also discusses how to model this before you have students work independently. 

• Investigate mathematical concepts—Students gather data to solve a problem.  Examples that were discussed include election periods, purchasing materials, plant growth, comparing planes.  Teachers are challenged to find investigations that peek the student’s interest.

• Write in math journals— On page 196 Sammons writes “Math Journals may be used by students to record mathematic observations, to record the meanings of mathematics vocabulary words, to write about conjectures they have made, to log steps they used in problem solving, and to write about their understanding of mathematical concepts.”  On page 26 Sammons gives a list of seven suggestions for questions you can ask in math journals.

• Complete computer-related work—Students use computers programs and online programs to practice math skills.  Last year for part of my morning routine students rotated through X-tra Math for math fact practice.  During Math Workshop students also had a scheduled time for the computer when they were able to practice math skills with the Education City program.  My school has a site license to run this program.

• Complete math-related work from other subject areas---Math is practiced in other subject areas.  On page 199 Sammons writes “Not only do students begin to comprehend the function of mathematics in their world, but, this practice gives the teacher additional time for instruction in other content areas.”  This is an area that I will need to improve upon this year.

• Complete work from small-group instruction—This is the student’s opportunity for written practice.  This is a scaffolding approach for student support. 

This chapter is so exciting to me because I use the Investigations Math Series and it lends itself to the model because it has math workshop built into its lessons. 

 

Many of the lessons have activities that are taught in whole group and practiced during math workshop.  This includes instructions and resources to make your own activities to add to the workshop.  I have purchased items and made my own items for my Math Workshop. 
 
 I keep my math stations is storage boxes like this.   I have four children working in one box, which is two pairs.  I model with students how I want them to sit and we practice this at the beginning of the year. I basically have the students  pair up and sit with the box between them.  Last year I changed partners every nine weeks. 


 


I set my boxes up with the Math Workstations model by Debbie Diller.  When the students retrieved the math boxes from the shelf they practiced math flash cards before moving onto the activities in the box.  I included Math Investigations from my math series as well as other games.

I am thrilled to be co-hosting Chapter 6 of Guided Math with Amanda from Reaching for the Top!

Be sure to check out the calendar.  We only have two weeks left of the book study.  However, you can go back and catch up  on all the blogs if you missed anything.

All of this was organized by Brenda from Primary Inspired.

Guided Math Book Study {Chapter 4}

Chapter 4 is being hosted by Sweet Seconds and Once Upon A Teaching Blog.
 

Chapter 4 is about using Guided Math with the Whole Class. The author begins by listing advantage of whole-class instruction on page 106, followed by the challenges of whole group instruction. Whole group instruction not only allows you to present information to all students, it continues to build a classroom community.  

Then Laney Sammons does a wonderful job talking about Mini Lessons giving us the framework for planning these lessons.   She also give use examples of activating strategies.  Anticipation guides and word splashes were something new for me.  I am excited about possibly using these strategies in the fall. 

Math-Related Children's Literature (pg. 122-125) is something I need to do more of in the classroom.  

Setting the Stage for Math Workshop (pg 125-130) just wets our appetite for the upcoming chapters.  The author discusses math huddle, practice and review sessions using papencil and paper tasks, games and music, technology and assessment.

In my classroom I usually begin a whole group lessons followed by math workshop it time allows.  Mini Lessons was not used as much as I would have liked.  However, we used math workshop to practice these skills that were being taught.   

 

Guided Math Book Study {Chapter 3}

Chapter 3 is being hosted by two fabulous bloggers.  Read their thoughts on this chapter, it doesn't get any better.  Michelle from Making It As A Middle School Teacher has a great video and Tania from My Second Sense has a post full of visuals and great information.

              

Chapter 3 was all about using math warm-ups.  This is how you start your day.  I think we all agree that the morning routine sets the tone for the day.   I think that each teacher has different routines.  I know in my classroom, my morning routine has a variety of math and writing.  I am required by my district to have writing portfolio time for the first 20 minutes of the day.  While my students are doing this they are also completing X-tra math on the computer and writing in our number of the day notebook. 

This chapter describes in detail Math Stretches to begin the day.  Ideas are also provided on how to incorporate them into your classroom.

• Data Collection and Analysis Math Stretch (pgs. 70-78)----This is something we do with our math routines.  On Monday students are given a question to answer.  Each day has a different routine related to our question of the day:  count and tally, graph, record with different equations and write a story problem.  Students record this in their math journal.  As the year progress so do the questions.  We start with Yes/No graphs, followed by single loop, double loop and triple loop.  I use sorting hoops like these, however, my are magnetic and attach to my board. 

• Number of the Day Math Stretch (pgs. 78-79)---This is my favorite math routine we do.  This year after weeks of modeling we used a notebook where everyone wrote their response and we discussed at the end of math class.
• What's Next? Math Stretch (pgs 8--81)--I can't wait to use this.  My students have such a hard time with this concept.  This will become part of my routine this year.
• How Did My Family Use Math Last Light? Math Stretch (pgs 81-84)---This will be interesting in my district.  I can't wait to see some of the responses I get.
• Makes Me Think Of...Math Stretch (pgs 84-85)--WOW!  This is very new to me.  Can't wait to see this implemented.

Sammons discuss the importance of planning the math stretches.  She has a chart on pg 86 for suggestions on how to plan for a week.  She also discusses mathematical current events and classroom related responsibilities.

The last section of the chapter is devoted to the calendar board.  Every teacher in my school has an Every Day Counts calendar kit they we use.  We also add things as we see fit.  I would love to "beef up" my calendar. 

Guided Math Book Study {Chapter 2}

Chapter 2:  Using Guided Math to Create a Classroom Environment of Numeracy

I keep thinking that this is all about how we should teach math like we teach reading.  Our classrooms should also have a environment rich in numeracy.  How can we find a balance in our rooms of both numeracy and literacy?

The chapter begins with the foundational principles of a guided math classrooms (pgs 34-37.)  Followed by suggestions for building a classroom learning community.  The author stresses "Communication is at the heart of mathematics-to clarify thinking, to express ideas, to share with others, to justify processes, and to explore relationships" (Sammons, pg 39).  Next, the book discusses the classroom arrangement including the home area, large group meeting area, small group area and workshop area.

Organization and Storage of Materials---My math organization works for me and I made very few changes this year.  I  have a math cabinet where I keep the math manipulatives.  All the containers are labeled.    I have written a post about how I organized my math cabinet here. 

This year I purchased these containers.  We put our money, counters and other small items into these smaller containers and then placed them in the larger one for storage.  The containers worked great for me.

At the end of the chapter, Sammons discusses ways to make your classroom a numeracy-rich environment.  They are:

• Student Calendars or Agendas
• Manipulatives
• Problems of the Day and Problems of the Week
• Word Wall and Vocabulary Displays
• Math Journals
• Graphic Organizers
• Class-Made Charts
• Tools for Measuring
• Math-Related Children's Literature
• Math Books by Student Authors
• Math Connections to Other Curricular Areas

This Chapter is hosted by Dana at 3rd Grade Gridiron.  She has a fabulous video on her page describing the chapter that you must see.

If you missed Chapter 1 check out Brenda over at Primary Inspired.  She hosted Chapter 1.

Guided Math Book Study {Chapter 1}

I'm a little late to this party/link up, thanks to life's little turns and twists.  But that's what make life so fun.  Right?

Chapter 1 begins with a brief discussion of how math was taught years ago, followed by an introduction to the instructional components of the Guided Math Model.  It also gives a brief overview of how this would look in a classroom.

Instructional Components of the Guided Math Model

• A Classroom Environment of Numeracy 

This is a math rich environment.   Sammons writes on pg 18 "An organized mathematical support system for students requires that we encourage children to use manipulatives, compute, compare, categorize, question, estimate, solve problems, converse and write about their thinking process."  More information about this will be in Chapter 2.

• Morning Math Warm-Ups and Calendar Board Activities  

According to the book these warm up takes place in the morning and will start your day.     I still wonder about the arrangement, setup of the calendar is the second grade classroom.  We will find more information and ideas in Chapter 3.

• Whole Class Instruction

A very traditional instructional method that has a place in the Guided Math Model.  This can be used to introduce the concept to all students.  More information can be found in Chapter 4.

• Guided Math Instruction with Small Groups of Students

How often do we use this model in our reading instruction?  I think it is time to incorporate this in our math instruction.  "This allows teachers to closely observe student work, monitor student attention, provided strong support for struggling learns and provide extra challenges for proficient learners." write Sammons on page 21.  Check out Chapter 5 for more information.

• Math Workshop

This is what the children are doing while you meet with a group.  I think math workshop is essential. With the help of my AMSTI specialist I was able to successfully implement a math workshop in my room.  I will tell you all about it during Chapter 6.

• Individual Conferences

WOW!  This is an area that I need to work on.  This is something my entire faculty has chosen to focus on this year.  In the fall, my school is to begin a book study on Number Talks by Sherry Parrish.  This is also covered in Chapter seven in Guided Math.

• An Ongoing System of Assessment

This is how you determine your groups.  What assessment to you use?  I can't wait to read Chapter 8 so I can learn more about the different types of assessments.

I was trained with the AMSTI model for math instruction and we use the Investigations math series.  I think this lends itself to the Guided Math Model.  In our program we currently have in place whole group instruction, math workshop and a  number of the day routine. I need additional work with structuring and implementing my guided math instruction.  I am lacking with ongoing assessment and individual conferences.  I how to improve these areas over the summer.

I am linking up with Brenda at Primary Inspired