Guided Math: A Framework for Mathematics Instruction

✍ Scribed by Laney Sammons; Donna Boucher

• Publisher: Shell Educational Publishing
• Year: 2019
• Tongue: English
• Leaves: 378
• Edition: 2 ed.
• Category: Library

✦ Table of Contents

Front Cover
Page 2 - Credits
Page 3 - Table of Contents
Page 4 - Table of Contents (cont.)
Page 5 - Table of Contents (cont.)
Page 6 - Foreword
Page 9 - Preface to the Second Edition
Page 15 - Guided Math: A Framework for Mathematics Instruction
Page 19 - Instructional Components of Guided Math
Page 27 - Guided Math in Practice
Page 29 - Levels of Teacher Support
Page 34 - Scheduling Guided Math Components
Page 37 - Review and Reflect
Page 39 - Creating an Environment of Numeracy
Page 41 - Foundational Principles of a Guided Math Classroom
Page 44 - Building a Classroom Learning Community
Page 56 - A Numeracy-Rich Environment
Page 59 - Concrete-Representational-Abstract Instruction
Page 62 - Math Word Wall and Vocabulary Displays
Page 67 - Math Journals
Page 70 - Graphic Organizers
Page 72 - Class-Made Anchor Charts
Page 73 - Tools for Measuring
Page 75 - Math-Related Literature
Page 79 - Connecting Math to Other Content Areas
Page 80 - Chapter Snapshot
Page 81 - Review and Reflect
Page 83 - Guided Math Warm-Ups
Page 85 - Math Stretches
Page 107 - Planning Math Stretches
Page 109 - Mathematical Current Events
Page 111 - Math-Related Classroom Responsibilities
Page 114 - Daily Task/Calendar Board
Page 123 - Planning for Math Warm-Ups
Page 124 - Review and Reflect
Page 125 - Chapter Snapshot
Page 127 - Whole-Class Instruction in a Guided Math Class
Page 128 - The Advantages of Whole-Class Instruction
Page 130 - The Challenges of Whole-Class Instruction
Page 133 - Choosing When to Use Whole-Class Instruction
Page 134 - Activating Strategies
Page 139 - Mathematical Connections to Literature
Page 142 - Setting the Stage for Math Workshop
Page 143 - Math Huddle Conversations
Page 144 - Practice and Review Sessions
Page 148 - Testing and Assessments
Page 149 - Mini Lessons
Page 159 - Review and Reflect
Page 159 - Chapter Snapshot
Page 161 - Teaching Small-Group Lessons
Page 163 - The Advantages of Small-Group Lessons
Page 167 - The Challenges of Small-Group Lessons
Page 170 - Effective Uses of Small-Group Lessons
Page 183 - Forming Small Groups for Lessons
Page 189 - Organizing for Small-Group Lessons
Page 192 - Planning Small-Group Math Lessons
Page 214 - Preparing for Small-Group Lessons
Page 218 - Teaching an Effective Small-Group Math Lesson
Page 226 - The Value of Teacher Reflection
Page 235 - Review and Reflect
Page 235 - Chapter Snapshot
Page 237 - Supporting Guided Math Workshop
Page 238 - Math Workshop in the Classroom
Page 240 - Implementing Math Workshop
Page 252 - Deciding How Much Choice Students Will Have
Page 254 - The Nuts and Bolts of Organizing Math Workshop
Page 260 - Managing Math Workshop
Page 265 - Math Workstation Tasks
Page 271 - Co-Teachers and Teaching Assistants
Page 273 - Review and Reflect
Page 273 - Chapter Snapshot
Page 275 - Math Conferences
Page 276 - What Are Math Conferences?
Page 277 - The Differences between Helping and Conferring
Page 279 - Conferring During Math Workshop
Page 281 - The Overall Structure of a Math Conference
Page 295 - Keeping Records of Conferences
Page 298 - Using Conference Notes to Plan Instruction
Page 299 - Strategies for Effective Math Conferences
Page 303 - Chapter Snapshot
Page 303 - Review and Reflect
Page 305 - Guided Math Assessments
Page 307 - Rationales for Formative and Summative Assessment
Page 309 - Assessment and Learning in Guided Math
Page 309 - A Vision for Learning
Page 311 - Establishing Criteria for Success with Checklists and Rubrics
Page 317 - The Value of Descriptive Feedback
Page 319 - Involving Students in the Assessment Process
Page 320 - Formative Assessment
Page 322 - Using Assessments to Inform Guided Math Groups
Page 325 - Review and Reflect
Page 325 - Chapter Snapshot
Page 327 - Putting Guided Math into Practice
Page 328 - Nurturing Student Mathematicians
Page 330 - Creating a Guided Math Schedule
Page 334 - Getting Started with Guided Math
Page 337 - The First 15 Days
Page 352 - Determining Student Readiness for Math Workshop
Page 353 - Addressing Math Workshop Problems
Page 355 - Teacher Collaboration for Guided Math Implementation
Page 359 - Review and Reflect
Page 359 - Chapter Snapshot
Page 360 - Appendix A:
Page 361 - Appendix A:
Page 363 - Appendix B:
Page 366 - References Cited
Page 374 - Index
Back Cover