Archive for January, 2010
Guided Math Lessons Using Tens Frames
Tens frames are a great tool for teaching guided math lessons. The ten-frame provides a spatial representation that supports children’s visual understanding of “five-referenced, ten-referenced, and doubles-referenced conceptions of numbers up to ten and the development of mental imagery for such numbers. It also supports development of partitions of ten. Teachers should start off by using [...]
Read Full Post | Make a Comment ( 2 so far )Guided Math with Dominos: More Ideas
When teaching a guided math lesson, you always want to think about providing concrete, pictorial and abstract activities. You want to make sure that you are asking questions that make students think mathematically and justify their answers. These are the types of activities that build conceptual understanding but also help build automaticity. When the students are [...]
Read Full Post | Make a Comment ( None so far )Guided Math with Dominos
What does that fact look like? In this activity, students receive a template with number facts. They then have to find the fact domino that matches the number sentence. I do this activity with novice mathematicians so they can begin to sort fact dominos and put the domino representation with the number model. Students enjoy Domino Fact match. I ask them how they [...]
Read Full Post | Make a Comment ( 1 so far )What are the rest of the students doing? Center activities in k-1
It is really important that while the teacher is conducting a guided math lesson, that the other students are engaging in activities that provide purposeful practice. These activities should be differentiated so that children are working on the skill sets they need to grow. Here is a great website with some pictures from an early [...]
Read Full Post | Make a Comment ( None so far )Let’s Talk About Math: Accountable Talk in Guided Math Groups
It is really important that students have ways to talk about math. We need to teach them how to have accountable conversations in math. We have to teach them how to justify their mathematical thinking, question each other and question themselves. We should definitely make accountable talk charts for math so that students have ways of [...]
Read Full Post | Make a Comment ( None so far )Math Picture Book of the Day: One Red Dot
This book by David A. Carter is great for teaching Plus 1 facts. It is this fantastic pop-up book, that counts all these amazing things that pop off the pages, plus one red dot. We follow up with a 3 level lesson. Concrete level: Students roll the dice and count out the unifix cubes and build [...]
Read Full Post | Make a Comment ( None so far )Using Picture Books for Guided Math Lessons
Picture Books are great springboards for guided math lessons. They allow you to immediately engage the students through storytelling and then to follow up with appropriate intervention or extension activities. I will be sure to discuss my favorite books on this blog. I buy most of my books used from Amazon and Barnes and Nobles [...]
Read Full Post | Make a Comment ( None so far )Guided Language Practice in Small Math Groups
It is really important to remember that math is a language. So for students who speak English as their first language, it is then a second language. For our ELL students it is the third or fourth language. So we have to teach it like we would teach any foreign language. Let the students act [...]
Read Full Post | Make a Comment ( None so far )Framework for a Guided Math Lesson
Framework for a Guided Math Lesson Mini- Lesson Present the student activity Share/Debrief A. Hook the students A. Children try problem, strategy or skill (often done with a partner initially; done as a game, on a graphic organizer; manipulatives are often used as part of learning) A. Start Conversation with a Question stressing Focus of [...]
Read Full Post | Make a Comment ( 2 so far )5 important “talk moves” in a guided math discussion
Teacher engages in focused talk, utilizing various “talk moves” throughout the guided math discussion. Chapin, O’connor and Anderson (2003) propose 5 talk moves. The first talk move involves “revoicing” repeating what the student has said. The second talk move involves asking students to “restate” what one of the peers has said. The third talk move [...]
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