Guided Math Implementation

GUIDED MATH K-5
Ways to achieve a
differentiated Math
classroom

What would you like to learn
more about to be able to
implement Guided Math more
effectively in your classroom?
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What is Guided Math?
Let’s ask the doctor!

How Do I Use Guided Math in my Classroom?
What have you done that is successful in your room for
Guided Math?

 Begin with an opening 15 minutes, or mini-lesson, which
includes an activator or teaching strategy. I always start with
the standard.
 Work time that includes small group instruction as well as
work stations for other children. This takes the majority of
the math lesson.
 End with a closing. I usually leave
5-10 minutes for my closing.
How do I set up Guided Math
in my classroom?

Presenting New Material/begin with the standard
(unpacking it or reviewing it)
– 10-15 minutes depending on what I am doing
 Presenting Activating Strategies
– KWL, Anticipation Guide, Word Splash
 Reading Math-related literature
– Establishes Connections
 Setting the stage for Math Workshop
Practice and Review
– Paper/Pencil, Games, Music, Technology
Openings

Sample Weekly Math Schedule
Monday – Common Pre-test/Activation Strategy
Tuesday – Teaching Strategy and centers
Wednesday – Teaching Strategy and centers
Thursday – Teaching Strategy and centers
Friday – Summarizing Activity with a test or performance task

Activating Strategies
 I always start by reading the standard
Read students a book that introduces or relates the
new skill being introduced.
 Frayer Chart
 Word Splash
 Venn Diagram
 WWW.BRAINPOPJR.COM
Word Problem

How do I form groups?
 Pretests usually given on Monday
 Performance with Previous Sequential
Concepts (I use my observations)
 Formative Tests
 Performance Tasks
 Observations of Student Work
 Conversations with Students
 Benchmark Tests
Small Group Time

What am I doing with the groups?
 Introduction of new concepts
 Practice of new skills
 Instruction with manipulatives
 Intensive instruction for students having difficulty
mastering concepts
 Introduction of activities that will later become
independent work during math workshop
 Informal assessment
 Re-teaching based on results of formative
assessment
Small Group Time

Overview
Managing It All/Setting It Up
Workstations
Checklist
What about the other students?

Writing about math
Problem Solving
Steps to solve problems
Thoughts about math
Use as a resource that goes to all stations
Paste student made anchor charts or
resources
Journal Station

Partner Games
Match-Up Cards
Math Board Games
Self-Correcting Games
How to differentiate: Assign games to play
based on skills needed.
Games Station

 Add and subtract within 1000 using
strategies based on place value,
properties of operations,
and/or the relationship between
addition and subtraction.
 Use place value understanding to
round whole numbers to the nearest
10 or 100.

24
Differentiate:
Closest to 1,000
Closest to 2,350

25
How to differentiate:
Tic Tac Toe 2,325
Be creative with numbers

 Multiply and divide within 100,
using strategies such as the
relationship between
multiplication and division
 Understand division as an
unknown-factor problem.

29
Differentiate:
-Make your own cards.
-Make the ‘goal’ number
smaller or larger depending
on group.

Cards & Dice Station
Cards and dice can be used to reinforce
any of the basic math skills: Addition,
subtraction, multiplication, division, and
number sense.
The cards and dice center is a great center,
because you always have the materials on
hand and there is no preparation needed.
• How to Differentiate: You can have students use more or less cards, or use
higher or lower numbers on dice.

Directions…
8
5>
Player 1
Player 2
Player 1 and Player 2 both flip over one card at the same
time.
Player 1 has the greater value. Player 1 gets to keep the
8 and the 5.
The player with the most cards at the end of the game
wins.

Problem Solving Station
Students use their math journals to solve
problems using strategies they have learned in
class.
Students must show at least 2 different ways to solve
each question.
Students are encouraged to share ways to solve the
problem and help each other.
Students are never allowed to give
answers.
How to differentiate: Hang up a different
problem solving question according to the
level of the group at that center.

Exemplars
You need to practice the piano 2 hours every
week before your lesson on Friday afternoon.
Your teacher says not to work more than 20
minutes at a time. Show what your practice
schedule might look like.
*Every Cobb County school should have a copy of these in your
school.

 Education City
 FastMath
 Brainpop Jr.
 Scootpad
Computer Station

Review Mats
Workbook Pages
Play previous games from
the on going skills center
How to differentiate: Make game harder or
easier. Give more or less workbook pages.
Skills to Maintain Station

 Teachers are bringing the lesson to a close and setting
the stage for the next day’s mini-lesson.
– Adding to an anchor chart
– Clearing up misconceptions
– Informally assessing student
• Observations or ticket out the door
 Students are sharing work and providing meaning math
feedback to peers.
– Problem solving strategies
– Math Journals
– Work Station Products
Closings

Top 5 things I love about Guided Math:
• 5. Touches on all areas of multiple intelligences.
• 4. I am able to get to know each individual
student’s math needs better and teach
accordingly.
• 3. Very easy to differentiate instruction among all
students.
• 2. Gives students more hands-on time and more
use of manipulatives.
• 1. The kids love it!!

Guided Math Implementation

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