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These documents provide guidance for implementing GO Math! K-5 in ways that best align to college- and career-ready standards. Each document includes general guidance for teachers to support implementation of the program across all grades along with lightweight grade-level-specific guidance, both across the year and for individual chapters. When supplementary resources are suggested, links are provided to free lessons* or materials. Rationale for all of the suggestions is grounded in the instructional Shifts required to help students learn mathematics for college and career readiness. Fluency guides are provided for each grade level to support students' mastery of the required fluency standards in K-5.

Student Achievement Partners worked with districts across the country who appreciate the promise and potential of the GO Math! (K-5) comprehensive mathematics program from Houghton Mifflin Harcourt and who sought to align GO Math! more closely to the expectations of rigorous college- and career-ready standards. Student Achievement Partners worked with Houghton Mifflin Harcourt and teams of teachers from these districts to create guidance documents that leverage the program's strongest elements, which when used alongside GO Math!, provides teachers the resources to deliver aligned instruction in order to drive student outcomes.
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These documents provide guidance for implementing GO Math! K-5 in ways that best align to college- and career-ready standards. Each document includes general guidance for teachers to support implementation of the program across all grades along with lightweight grade-level-specific guidance, both across the year and for individual chapters.

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Centers should be designed to:

It is important to build a community of learners so that students will be able to work independently at centers since you will be engaged with other students during this time. When introducing Centers for the first time it is important to:

communicate clear, explicit, high expectations and develop a few non-negotiable rules established jointly by both you and your students;

be available to assist students during center time and reinforce appropriate behaviors;

instruct, model and provide guided practice opportunities before placing new tasks in centers;

hold very brief 'mini lessons' every day prior to children going to centers focusing on how to use the equipment and materials, how to share materials, how to take turns, put things away etc. During this time you might have two students role-play the use of the materials while others critique their efforts or model how to solve a problem without teacher assistance (e.g. introduce the "Ask Three before Me" strategy to encourage students to ask three different classmates to help solve an issue during center time before coming to you with a problem).

Students can be scheduled at centers using either a rotation system or a self selected system. When using a rotation system a designated amount of time is given to each center before students may move on to the next. Using a self selected system students move themselves through centers in a systematic way, using contracts or planning sheets to record what activities have been completed.

Looking for ways to incorporate more writing into your centers? Download copies of these Reflection Templates and have them available to students during Math Centers sessions.

Whenever possible center activities should be open-ended, allowing for multiple responses to allow students to learn in their zone of proximal development, and provide for a mixture of independent as well as paired tasks. In order to encourage students to talk with one another, problem solve together, and assist one another in their learning a center should generally have between two and six students.

The possibilities for math center activities are endless. For examples of a range of activities to use in Centers see our Math Centers eBooks for K - 5th Grade. FREE sample centers can be downloaded on the Number, Geometry, and Measurement/Data pages for your grade level on our website.

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Centers should be designed to: It is important to build a community of learners so that students will be able to work independently at centers since you will be engaged with other students during this time.

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Illustrative Mathematics provides resources and support for giving their students an enduring understanding of mathematics.