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# Guided Math Presentation

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• TIMMS REPORT “Top Misconceptions of 4th Graders”
• ### Guided Math Presentation

1. 1. Effective use of classroom instruction, meeting the individual needs of students in mathematics
2. 2.  T F 1. A number with three digits is always bigger than on with two  T F 2. To multiply 10, just add zero.  T F 3. Scales identify intervals of one unit.  T F 4. „Diamond‟ is a mathematical term used in learning shape geometry.  T F 5. When you multiply two numbers together, the answer is always bigger than both of the original numbers.  BONUS : If you draw a square, right-triangle, rhombus, trapezoid, and hexagon. Will your shapes look exactly like your neighbor‟s shapes? Try it!*Questions taken from TIMMS report of top 4th grade misconceptions
3. 3.  Guided Math is a structured, practical way of matching math instruction to the diverse individual learners in the classroom Assist students in using reasoning and logic, as well as basic skills necessary to solve problems independently Differentiated, meeting the needs of all learners Fluid groupings Target instruction/interventions
4. 4.  Problem Solving Reasoning and Proof Communication Connections Representation
5. 5.  conceptual understanding—comprehension of mathematical concepts, operations, and relations procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately strategic competence—ability to formulate, represent, and solve mathematical problems adaptive reasoning—capacity for logical thought, reflection, explanation, and justification productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one‟s own efficacy.
6. 6.  These strands are not independent; they represent different aspects of a complex whole. The most important is that the five strands are interwoven and interdependent in the development of proficiency in mathematics
7. 7.  1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure.
8. 8.  Before:  3-6 students per grouping  Teacher decides on the focus of the session based on assessments  Teacher chooses math activity or problem that will support selected learning target (“I CAN”)/ Big Idea  Genuine questions are used to prompt student thinking  Focus Free Write  KWHL Chart  Concept Check  Arrange a functional room  You may sit at one table or you may travel from group to group  Stations are clearly labeled
9. 9.  During  Introduce problem/activity  Question:  What do you notice?”  What do you know about today‟s ______________?  What does the problem tell us?  What words are tricky? (Anticipate vocabulary challenges)  What do you predict will happen next?  What connections to other ideas do you see in today‟s activity?  Students solve problem/begin activity independently  Teacher observes the group and coaches individuals as needed. Teacher observes and takes anecdotal notes.
10. 10.  After  Teacher and student discuss the problem as a group to explore strategies and understandings of the problem solving process. EMPHASIS ON PROCESS.  Students share strategies, partial thinking, and solutions.  Teacher may clarify, re-teach, review skills or vocabulary used in the session.  Teacher records observations and evaluates student problem solving/basic skills  Based on performance, teacher plans next session  Students may be involved in self evaluation  Rubrics  Exit Tickets (Assessments)  Likert/ Feeling of Knowing Scale
11. 11.  The focus is on skills and strategies that students construct and communicate through the activity Session is based on one or two problem-solving opportunities Flexible math groups change based on teacher‟s ongoing assessments, therefore students are provided with immediate or next day (exit tickets) feedback Students gain knowledge of vocabulary in context Instruction is based on student needs Students solve problems independently with strategies that make sense to them Selection of math activity/problem is differentiated based on student needs
12. 12. Review of Math Fact Math Games Problem-SolvingComponent Previously Mastered Automaticity Practice Concepts •Ensure retention of •Increases •Reinforces math •Requires the use understandings computational standards previously of strategies orObjectives previously achieved proficiency of and currently taught, related to concepts students through prior to Math previously math fact fluency Workshop modeled, taught, and practiced. •A.M. Math •Math Add+ Vantage •Investigation games •Problem of the •Entrance Slips Games for each Unit day •Pre-Assessments •Rocket Math to •Teacher Created •10- minute Math •Hands on Activities assess Games •Problem of the •Problems to solve •Computational •Commercially Week •Games Fluency Games prepared games •“Good Question”Examples •Activity sheets •First in Math of the Day •Computer Activities •Greg Tang Math •Menus •Differentiated Learning Tasks
13. 13. Investigations Math Journals Computer Use Math Related toComponent Other Subject Areas •Similar to problem- •Enhance •Supports the •Help students solving practice, but mathematical process understanding of realize the requires the gathering skills math concepts interrelatedness of of data or other •Resource for the disciplinesObjectives information by investigation and for •Focus on the real- students creation of life applications of presentation of math findings •Real-life, relevant •Mathematical •Math games •math activities investigations observations •Math fluency tied to current provided by the •Definitions of math- practice (First in events teacher or generated specific vocab Math) •Science projects by students •Recording of •Compass Learning •Math connections •Test out conjectures conjectures •Smart Tech from social studies, •Discovery Questions •Log of prob. Solving •Blogs language arts, andExamples •I have, who has steps or strategies •Wikis science text books •Concept Maps •Explanation of •Matrix mathematical understandings