Strategies for Implementing Guided Math

Name: Strategies for Implementing Guided Math
Brand: Shell Educational Publishing
Price: 123.99 EUR
Availability: OnlineOnly

Laney Sammons(Author)

Shell Educational Publishing

Published on 15. July 2012

344 pages

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978-1-4258-9466-5 (ISBN)

€123.99incl. 7% vat

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Content

Cover
Credits
Page 3 - Table of Contents
Page A - Introduction
Page 4 - Foreword
Page 6 - Acknowledgments
Page 7 - Developing Mathematical Literacy
Page 9 - Differentiation in Mathematics Education
Page 11 - Mathematical Communication
Page 12 - The Foundational Principles of Guided Math
Page 15 - Components of the Guided Math Framework
Page 18 - Levels of Instructional Support
Page 20 - Putting It into Practice
Page 28 - How to Use This Resource
Page 30 - Correlation to Standards
Page 38 - About the Author
Page 39 - Strategies for Creating a Classroom Environment of Numeracy
Page 41 - Strategies for Building a Community of Young Mathematicians
Page 41 - Characteristics of a Mathematics Classroom Community
Page 42 - Strategies for Establishing a Classroom Community
Page 45 - Math Huddles
Page 46 - Math Huddle Snapshots
Page 52 - Strategies for Classroom Arrangement and Organization
Page 53 - Sample Classroom Arrangements
Page 56 - Math Alcoves
Page 57 - Organizing and Storing Materials
Page 59 - Strategies for Using Anchor Charts
Page 61 - Anchor Chart Sample Lessons
Page 67 - Strategies for Building Vocabulary with Math Word Walls
Page 67 - Creating and Using Math Word Walls
Page 68 - Math Word Wall Sample Lessons
Page 77 - Strategies for Math Warm-Ups
Page 79 - Understanding and Implementing Math Warm-Ups
Page 79 - Tips for Planning Math Warm-Ups
Page 80 - Math Warm-Ups Around the Classroom
Page 80 - Taking Daily Attendance
Page 81 - Monitoring Progress in Meeting Personal Academic Goals
Page 82 - Supporting Classroom and Community Projects
Page 83 - Planning Field Trips
Page 84 - Math Warm-Ups with Current Events
Page 85 - Math Warm-Ups with Calendar Board
Page 87 - Math Warm-Ups with Problems of the Week
Page 87 - The Problem-Solving Process
Page 89 - Sample Problems of the Week
Page 90 - Graphic Organizers
Page 92 - Math Stretches as Warm-Ups
Page 92 - What Are Math Stretches?
Page 92 - Math Stretches Versus Traditional Math Daily-Review Work
Page 92 - Planning Math Stretches
Page 96 - Sample Math Stretches
Page 141 - Strategies for Whole-Class Instruction
Page 143 - Effective Whole-Class Instruction
Page 144 - Strategies for Mathematics Mini Lessons
Page 144 - The Architecture of a Mathematics Mini Lesson
Page 145 - Tips for Effective Mini Lessons
Page 146 - Sample Mini Lessons
Page 158 - Strategies for Activating Prior Knowledge
Pag 158 - Talking Drawings
Page 160 - Math Rules!
Page 162 - Talk It Up!
Page 164 - Pose a Problem
Page 166 - Strategies for Using Mathematics-Related Literature
Page 166 - Tips for Using Literature to Teach Mathematics
Page 168 - Sample Lessons
Page 183 - Strategies for Small-Group Instruction
Page 185 - Effective Small-Group Instruction
Page 186 - Organizing and Planning Small-Group Instruction
Page 188 - Sample Daily Schedule for Math Groups
Page 189 - Sample Weekly Schedule for Math Groups
Page 190 - Strategies for Teaching a Small-Group Lesson
Page 193 - Recording Anecdotal Notes
Page 194 - Guided Math Small-Group Lesson Template
Page 195 - Sample Lessons
Page 221 - Strategies for Math Workshop
Page 223 - Implementing Math Workshop
Page 223 - Strategies for Organizing the Classroom
Page 227 - Strategies for Managing Math Workshop
Page 230 - Strategies for Creating Effective Math Workstations
Page 232 - Sample Tasks for GUIDE Math Workstations
Page 232 - G: Games for Mathematicians
Page 243 - U: Using What We Know
Page 254 - I: Independent Math Work
Page 259 - D: Developing Fluency
Page 263 - E: Expressing Mathematical Ideas
Page 275 - GUIDE Recording Sheets
Page 277 - Strategies for Conferring with Students
Page 279 - The Importance of One-on-One Mathematical Conferences
Page 280 - Strategies for Scheduling Conferences
Page 281 - Weekly Math Conference Schedule
Page 282 - Finding Time for Conferring with Students
Page 283 - Strategies for Planning Math Conferences
Page 284 - Questions for Conferences
Page 286 - Conference Snapshots
Page 294 - Strategies for Keeping Records of Conferences
Page 294 - Math Conference Checklist
Page 294 - Math Conference Note
Page 295 - Sticky-Note Organizer
Page 295 - Mailing Labels
Page 299 - Strategies for Planning Conference Follow-Up
Page 299 - Follow-Up Strategies for the Whole Class
Page 299 - Follow-Up Strategies for Small Groups
Page 300 - Follow-Up Strategies for Individual Students
Page 301 - Strategies for Assessment
Page 303 - An Overview of Assessment
Page 305 - Assessment in the Teaching Cycle
Page 306 - Strategies for Descriptive Feedback
Page 308 - Examples of Descriptive Feedback
Page 310 - Strategies for Gathering Evidence of Learning
Page 311 - Strategies for Involving Students in the Assessment Process
Page 313 - Math Journals
Page 315 - Tickets Out the Door
Page 316 - Problem-Solving Checklists
Page 321 - Sample Self-Assessment Rubrics
Page 326 - Strategies for Using Assessment Data for Small-Group Instruction
Page 326 - Flexible, Dynamic, and Fluid Grouping
Page 327 - Determining Group Composition
Page 328 - Instructional Groups Example
Page 330 - Grouping Guide Template
Page 331 - Instructional Groups Template
Page 332 - Planning Differentiated Lessons for Small Groups
Page 335 - Appendices
Page 335 - Appendix A: References Cited
Page 339 - Appendix B: Recommended Children's Literature
Page 341 - Appendix C: Contents of the Digital Resources CD
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Strategies for Implementing Guided Math

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