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How To Lead a Lesson Using Cognitively Guided Instruction

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Take a step inside a KIPP NYC classroom to see Cognitively Guided Instruction (CGI) in practice.

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Jay Mitchel

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Would You Rather Math - ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don't go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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* DATA DRIVEN
*DIFFERENTIATED
*CURRICULUM BASED
*ACADEMICALLY RIGOROUS
*ENGAGING

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You can do it as an Entrance slip, an exit slip or as journal time in a workstation or during the debrief.

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Explore Nicki Newton's board "math journals" on Pinterest. | See more ideas about Educational activities, Math journals and Math notebooks.

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Dr Nicki Newton

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The 3 Reads instructional routine is designed to develop students' ability to make sense of problems by deconstructing the process of reading mathematical situations. Over time, students will internalize this process, thereby creating a heuristic for reading and making sense of mathematical story problems, math practice 1.

The info-graphic captures the flow of the routine, and resources below will support your implementation of the routine. We've provided a copy of the planner so that you may download and print it, or type right into it. The slides may be customized for a specific task by inserting images and refining the prompts. And, finally, we'll continue to update the tasks section, and hope you'll comment on your own experiences with them, and upload artifacts from your classroom.

You can read more about the 3 Reads in Chapter 6 of Routines for Reasoning, and read about implementing the 3 Reads reasoning routine remotely.

Today I taught the 3 Reads Routine for the first time... to a small group of ELL students whose language proficiencies are between levels 1 and 4. What I noticed is that the format of 3 Reads somehow allows students to be more relaxed about the reading and thinking process. I think the freedom comes partly from being given the time to read the problem 3 times and partly from being asked not to blurt out the answer. The explicit instructions that go with each of the steps of the 3 reads is very helpful to students.

(The 3 Reads) routine has been a way...for meaningful coaching that is not just about implementing a new product/program. I've modeled it now in 3 different classrooms, and teachers have taken the routine and run with it. Students keep commenting to me in the hall telling me they read a problem 3 times following the routine in their head. My favorite was a 3rd grader who has received math support from a special educator since 1st grade. She happily came up to me and said, "I did 3 Reads today! I knew what the problem was about and what I was supposed to do all by myself! ...my teacher was so happy because I figured out what to do without her!" How great is that?!? Her confidence was soaring, ... and she could figure out the problem independently.

I quickly realized how important this routine was to slow students down and have them spend time thinking about the problem as they are so driven to solve and be correct they miss important information.

Watch Grace Kelemanik engage adults in the 3 Reads Instructional Routine at the Heinemann Teacher Tour

Free Resources (Site Registration/Login Required)

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The 3 Reads instructional routine is designed to develop students' ability to make sense of problems by deconstructing the process of reading mathematical situations. Over time, students will internalize this process, thereby creating a heuristic for reading and making sense of mathematical story problems, math practice 1.

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A revolutionary, online math program comprising games, animated books and downloadable materials.

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu...

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Math Words walls (USA)

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without reading

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Apple Tree Play Dough Maths is a fun activity for encouraging early and basic maths skills using Apple Scented Play Dough and a set of dice. There are a number of ways these materials can be adapted for different age groups and abilities in areas of counting, subitising, numbers and basic addition and subtraction sums.

What is subitising?

Subitising refers to immediately knowing how many items lie within a visual scene for a small number of items. It is to have a rapid and confident judgement to know at a glance and without counting to identify the number of items in a group. For example, when a dice is thrown the observer at a glance, immediately and accurately knows how many dots lie on the face of the dice without counting.

Why is Subitising Important?

Subitising contributes to early forms of grouping. Seeing parts of a whole or that numbers are made up of other numbers.

Understanding number relations: Interpreting number in terms of part-whole relationships makes it possible for children to think about a number as being made up of other numbers

Understanding number relation: the notion that numbers are within numbers is important for separating, grouping and combining numbers as well as for multiplication, division and measurement.

You will need Apple Scented Dough ( click here for simple recipe), set of dice, and the Printable Apple Tree Play Dough Mat.
You can download and print your own Apple Tree Play Dough Mat here: Printable Tree for Apple Dough Maths
After printing the Printable Tree, you can either paint or colour it with crayons and when it is dry laminate or contact it to help make it last longer.

The apple scented play dough is used to create play dough apples which are placed on the tree depending on the maths activity that is being done.

1. Subitising - rolling one or two dice and creating that number with play dough apples on the tree. Move the play dough apples around the tree to find different ways of presenting this number.

2. Counting - rolling one or two dice and counting the number thrown, then re-creating this number again but this time as apples on the play dough tree mat. Children will count and re-count to make sure they have the correct number of apples as thrown on the dice.

3. Addition - this can be done on one or two play dough tree mats. Throw one dice and create this number of play dough apples on the tree. Then roll the dice again and 'add' how many more apples to the tree. How many apples are in the tree?

4. Subtraction - This is done a little different to the addition as it only uses 1 dice. Place 6 play dough apples on the tree and then throw one dice. Remove the number of play dough apples from the tree that is shown on the dice. How many play dough apples are left on the tree? For older children this can be done starting with 12 play dough apples on the tree and then subtracting the amounts shown on the two dice.

While Miss 5 was practicing her addition and subtraction, Miss 2 practiced making play dough apples by manipulating the play dough into balls using the palms of her hands and fingers. This was a little tricky for her to start with but with a little practice, she began to develop this skill. We then moved onto counting and making the numbers that were rolled on the dice.

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Apple Tree Play Dough Maths is a fun activity for encouraging early and basic maths skills using Apple Scented Play Dough and a set of dice.

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Guided Math Templates and guidelines

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Guided Math is similar to Guided Reading in that the teacher puts the students into small groups and the students work on specific standards being taught in centers around the room. You should try your hardest to have all the centers hitting the same topic. Students are placed in ability level groups and taught the standards of the curriculum. Differentiation is achieved as students are in different groups and instruction is changed to hit the needs of the student.
WHAT DOES GUIDED MATH LOOK LIKE? Click on one of the sheets below for a guide to what guided math will look like in your class. These sheets could help guide your master plan. Guided Math Planning Sheet Guided Math Planning Sheet 2 Download Guided Math Plan 3
The first thing I say is make it work for you. Instead of thinking of this as a Monday, Tuesday, Wednesday, Thursday, Friday thing, think of it as Day 1, Day 2, Day 3, Day 4, Day 5 which will allow you more flexibility. Math instruction for Guided Math should be 1 hour.

Day 1- Pretest, mini lesson on topic, go over centers, whole group activity to get them thinking about concept (acceleration).

FOR PRETEST you could give a 5 question quiz to see what the kids know.

Day 2- Centers **

Day 3- Centers (Students will be doing 2 centers each day. 25 minutes per center) **

Day 4- Centers (Aim for about 4-5 kids per group) **

Day 5- Post Test, review of a center, go over problem solving, whole group mini lessons

FOR POST TEST you could give the same pretest you gave before. Our main goal is to find out if the kids know the standard.

**Some teachers have found success in starting off days 2,3,and 4 with a short mini-lesson for 10 minutes. This allows the teacher to touch base with all students at least 1 time a day.
DIFFERENTIATION
*Groups are made based on how kids did on their pretest. This is differentiation at its best. Work on the concepts with the kids who struggled and extend and hit high order thinking skills for the kids who got it. Your groups will change weekly as your standards change.
IDEAS FOR CENTERS
1) With Teacher (small group instruction)- This is where the teacher will do direct instruction on the concept, model it, and allow for the students to practice with guidance.

2) Technology- find a game on the computer for the kids to play to reinforce the concept being taught. Only choose 2 or 3 games for the kids to play that week. Remember, they must hit the standards being taught that week.

3) Smartboard/ActivBoard- Put a lesson up on the board and allow for the students to be interactive with it as a small group.

4) Games- Find a board game from the store or create a game for the students to play to reinforce the concept being focused on. You can have more than one center be a game or hands on activity. It could be a worksheet game or one from your math book.

5) Journaling/Problem Solving- Find a problem solving activity for the kids to work on. Then allow them to answer it in their journal and explain how they got their answers. USE THE CONSTRUCTED RESPONSE QUESTIONS or Explempars.

6) Skill and Drill- This will be a review center where students will practice standards from previous weeks. It could be in Worksheet form where the kids do the problems and then check the answers on a sheet you provide which shows them the correct way to do it. Or you can have dry erase boards and have the kids do assigned problems. This is great for flashcard activities for simple addition, subtraction, multiplication and division, time, money, measurement, etc.

7) Come up with some of your own- Use some of your great lessons you've done in the past, and instead of using them whole group, try them in your guided math centers. Also, look in your teacher's edition math book and see if their are some good hands on activities that you can take from the book and put into a center.

*Get these ideas from Math Exemplars, PICASSO, PICASSO 's Math Constructed Response Questions, your Teacher's Guide Math Book, www.georgiastandards.org , www.mathwire.com , etc.

ACCOUNTABILITY

One teacher told me they "feel like they now have more to grade." This should not be the case. Allow the students to be accountable for their own work. Once they finish the group work, they must show their work to another person in their group, explain it and then show the other students the correct way to do the work. Allow them to teach each other as a way for review.

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Guided Math is similar to Guided Reading in that the teacher puts the students into small groups and the students work on specific standards being taught in centers around the room. You should try your hardest to have all the centers hitting the same topic.

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Based on developmental level

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Posts about 3-act tasks written by Andrew

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Challenging Problems

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Open Middle - Challenging math problems worth solving

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Open Middle offers interactive math problems designed to foster critical thinking. Explore unique challenges that boost problem-solving skills and creativity.

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Real world questions-3Act format

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What is the first question that comes to your mind?

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3 Act lessons

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I've just started making some of my own 3 Act tasks, and I am officially addicted! Look for more soon:)
My 3 Act Tasks:
What Comes Next? 1.OA.C.5

Bubble Trouble 1.OA.C.6, 1.OA.D.8

The Very Hungry Caterpillars! 1.NBT.C.4

How Much Joy? 1.OA.B.3, 1.NBT.B.2

Lego Slide 1.MD.A.1

What a Gem! 1.MD.C.4

The Muffin woMAN 1.NBT.C.4, 2.OA.C.4, 3.OA.A.3

More Muffins! 1.OA.B.4, 2.OA.A.1

Slow Your Roll 2.OA.A.1

All the Little Duckies! 2.MD.A.2

Color Cubes 2.MD.D.10

Melt My Heart 3.OA.A.1

Christmas Treats - Multiplication 3.OA.A.3

Christmas Treats - Division 2.0 3.OA.A.2

The Package Problem 4.OA.A.3

A Delicious Mix 4.NF.B.3.A, 4.NF.A.1

Gatorade is Thirst-Aid 4.MD.A.1

I Feel Sick 5.NBT.B.7

Stack Em Up 5.MD.C.3, 5.MD.C.4, 5.MD.C.5

Student Created 3 Act Tasks!

Submit a 3 Act Task to be featured here.

Chelsey, Shelley and I had the opportunity to share our love for 3 Act Math with our district!
Other Sites with 3 Act Tasks to share: Questioning My Metacognition Tap Into Teen Minds Robert Kaplinsky
For more information on Dan Meyer and 3 Act Tasks:

Youtube Video by Dan Meyer

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I've just started making some of my own 3 Act tasks, and I am officially addicted! Look for more soon:) My 3 Act Tasks: What Comes Next? 1.OA.C.5 Bubble Trouble 1.OA.C.6, 1.OA.D.8 The Very Hungry Caterpillars! 1.NBT.C.4 How Much Joy? 1.OA.B.3, 1.NBT.B.2 Lego Slide 1.MD.A.1 What a Gem!