## Word Problem Resources

Here is a great problem solving resource. It is a scaffolded way of thinking about story math mats.

Happy Mathing,

Dr. Nicki

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## Guided Math Videos: Part 2

Here is a very interesting guided math video. Look at the student desks and the guided math group table! Wow! These are really great! I haven’t seen these before.

Also, notice the variety of ways this teacher uses technology. You don’t have to use the programs he names, there are plenty of free programs. The idea of using technology for math workshop in all of these different ways is fascinating and shows how engaged and targeted digital workstation practice can be.

Happy Mathing,

Dr. Nicki

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## GUIDED MATH STRATEGIES: CUES, QUESTIONS AND ADVANCED ORGANIZERS

Marzano (2001) states that “cues, questions and advanced organizers” are one of the key strategies that move student achievement. These should be used throughout guided math lessons to scaffold student access to content. Use templates to teach students how to organize their thinking for short answer and extended response questions. Use graphic organizers to help students unpack vocabulary. Always ask great questions!

Here are some links:

Happy Mathing,

Dr. Nicki

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## Numberlines are a great math model: Use in small guided math groups

The Math Common Core emphasizes the use of number lines to help students understand the math they are doing. See this site to have a close look at how that looks across the grade levels. Numberlines are underutilized across the grade levels. Start using them in Pre-k (by having the students walk a big numberline). In 1st and 2nd grade they should use big ones that they can walk and little ones that they can use to explore, model and discuss their thinking. In 3rd, 4th and 5th grades students can work on multiplication, division, fractions and elapsed time with numberlines.

Remember that numberlines are models for mathematical thinking. Whenever students are using models, they should be explaining their thinking as they work. Be sure to do some of this in Guided Math groups so that students can spend time discussing the mathematics. They should not only talk about how they are representing their thinking but what the math is behind the representation. All students should have time to talk with each other, ask questions and respond, and small guided math groups allow them this time.

Please be sure to let me know how it goes!

Happy Mathing,

Dr. Nicki

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