Guided Math-The Journey

It has been about two years since I first became interested in guided math.  It has been a journey!  I have still not mastered it, but I feel like I have finally made strides in the right direction. 

I like that I am able to differentiate the lessons for my students by utilizing three different groups to teach a math concept.  My goal is to do guided math three times a week.  Sometimes that just does not happen.

My biggest struggle has been with what to do with everyone else so that I am not ripping my hair!  I have found that breaking my class into three groups works best.  One group is with me, one group is at their desks, and one group is at workstations. 

For those students who are at workstations; they have a checklist.  They can choose which workstation they would like to go to.  The kids leave the math workstation buckets out so when we switch, the next group does not to set them back out again.  The last group at the workstation buckets cleans them up when we are done with guided math.

I have attached my checklist for workstations if you would like to take a peek.

Making Tens

I like this worksheet from the blog Math Coaches Corner. It incorporates ten frames and writing the number sentences to make ten.

Guided Math Structure

The blog The Creative Apple has a great explanation of how to set up guided math in your classroom.

Launching Guided Math-The First Weeks of School

What students will be doing the first few weeks : Exploration of Math Tools

• Pattern Blocks
• Wooden Blocks
• Attribute Links
• Geoboards
• Unifix Cubes
• Treasure Boxes (containers with different manipulatives)
• Color Bears
• Colored Toothpicks

From the research I have read (Kathy Richardson), I can't expect the children to get down to the business of using manipulatives until they have gotten the play out of the way.  I need to make this initial exploration a time for the children  to explore (and I can get some of the beginning of the year assessments done).

I also need to make sure it is very different from when I start the actual math stations.

Teaching the Routines for Math Stations

I will probably teach it like the Daily 5-building stamina, having the example, non-example etc.  However, I don’t want the kids to think that this is the Daily 5 Math.  Daily 5 should be quieter-Math Stations will obviously be nosier because the children need to talk about what they are learning.  The more I research, the more I realize that children need to explore-starting with the concrete before they move to the abstract.  Therefore, they need to have a conversation with their partners about what they are doing.  I want my Math Stations to be separate from my Daily 5 because I don’t want either endeavor to jeopardize the success of the other.

Below is the list of guidelines I want to strive for with my math stations.  I will obviously need to model and explain each one, but this hits on the main ideas I want my children to understand.

All Aboard for Math Stations:
Tools Not Toys
Peaceful Partners
Time on Task
My Place is in My Math Space
Clean Up Carefully