Chapter 4: Planning for math groups while trying to stay consistent with the Everyday Math series can be challenging for me at times. I try to meet with small groups every day, unless it is an introduction to a skill that is brand new for everyone. This year, my math groups are the most fluid I’ve ever had. I try to use some form of pre-assessment and/or guage student’s performance of my mini-lesson to help determine which group they will be placed in for that day or skill. Typically I have three math groups that I plan for each lesson, allowing to give enrichment or remediation when appropriate. Depending on my schedule, I try to meet with each group for 10-15. Time is always my worst enemy, however, I found that setting a timer keeps everyone on track and on task.  When students are not meeting with me, they are using iPads, playing math games, or practicing math facts. I always try my best to plan meaningful and engaging math centers. 

Chapter 5: Assessments are a critical part to effectively implement guided math. Our book explained the importance of fluidity with movement in groups. I use unit assessments to guide my overall math groups into above, on, and below level. When introducing completely new concepts, I will group my students using their overall ability. If possible, I try to use some pre-assessment at the beginning of the lesson to help determine my math groups for that lesson/skill (this could be a sample problem using the focus of the lesson). Then, my math groups will be dependent on the results of my pre-assessment. One part of this chapter that really stood out to me was that I do not do enough assessing during other math stations. I keep notes of how students are performing with me at my station. I need to be more diligent with my anecdotal notes when they are at their independent and game stations. 

I my classroom we follow a routine every day at math. The main protocol is to have your five things (eyes on speaker, mouths quiet, ears listening, hands in lap, and feet crisscross applesauce). This follows into whatever area we are in the classroom. We have specific math protocols for math such as sharing, listening to our partner and respect materials. Both protocols are posted in the classroom. 

 

Chp. 3)  2. Do you have a teacher toolkit? Do you students have toolkits?

I do not have a specific toolkit for math. However, all of my materials needed are organized and readily available. This also goes for my students. Each student has their own number grid, but are free to access all math tools as needed. Students know that at any time they can grab any math manipulatives to assist them in problem solving. 

 

Chp. 4)  1. How is your planning for guided math groups and centers? Is it explicitly and written down somewhere or do you just do it mentally? 

I pre-plan my guided math groups based around skills we are continuing to work on and skills taught that day in whole group. However, I sometimes change my plan on the fly based on student needs. I may have one thing planned, but that day see a specific need and adjust accordingly. 

 

Chp. 4)  2. Do you ever meet with students in small groups? How fluid are those math groups?

Yes, I meet with small groups every day. I try to get in at least two groups a day. Right now I have two students in my tier 2 focus for math. I meet with those students every other day for a quick mini lesson and skills practice. I try to have my math groups be more fluid. This is an area that I am working on. It’s hard to switch kiddos around every so often. I get confused and they get confused. I do have their groups and names posted on the board, but I try to put them in cooperative groups when they are not with me and that part can get tricky and time consuming. 

 

Chp. 5)  2. What types of ongoing assessments do you use? What ideas have you gathered from this chapter?

 

The main way I do ongoing assessments it informal student observations. There is no plan, I just observe during each lesson and take notes. This guided me in what students need extra support on and what they get. I would like to use the journal prompt idea in my room. I think it is great way for students to explain their thinking, and an easy way to evaluate their skills on a particular topic. 

 

Chp. 5)  3. What types of summative assessments do you use? What new ideas have you gathered from this chapter?

 

I use the unit test as my summative assessment. I like the suggestion of doing an error analysis to see what kinds of mistakes and misconceptions students have. It’s like my error analysis with reading running records, I can see where and what types of errors students are making. I never thought of taking that approach in math with an end-of-the-unit test. 

 

Claudia Chapter 4, Q1: This chapter too gave me some great pointers about organizing my guided math groups. Like you, I have my groups on a PPT that I project. I have been finding it extremely difficult to change my PPT because of the way I like to set up my non-teacher centers. I’m still trying to figure that out. However, I have been trying out his sticky-note suggestion and having a book with everyone’s name in it. It’s a little challenging, but I think it is because It is new for me. 

Tim: Ch3/Q2 -- Your response about using math tools was very similar to mine. It is important for the students to know where and how to use the materials whenever needed, but like you, I try to have most of my materials out and ready for the day. Additionally, my kids also think it’s the coolest thing in the world to write on the table! We do it all the time in math and in reading room. It is crazy to think that something as simple as writing on the table can be motivating for success.