Guided Math Workshop Organization - Editable Pages

Description

Thank you so much for purchasing my guided math packet with editable pages. This collection of resources is to help make your life easier! It has mine! It will help guide planning, track data, and provide visuals in the classroom for organization, student predictability, & demonstrate knowledge with exit slips and reflection.

I post the following on my math bulletin board: Daily Schedule Small Group schedule, MATH letter to write activities beside, Conversation Starters, Math Master Poster, Student/Teacher Expectations (after we have created the list together), Math Partnerships (groups of three), and Levels of Understanding.

Students glue a small copy of Levels of Understanding and Conversation Starters to their interactive math journals. Small groups are heterogeneous. Each student glues a group number to their journal for an easy reminder. The flex group time – rotation 3- is for homogeneous groups and conferring.

In my math binder, I keep copies of my small groups and rotation plans, student data tracking, and weekly check-in page, so I can track how often I confer with each student, as well as master copies of the Reflection and Exit Slip pages.

Hope these help your small groups and guided math run smoothly provide efficiency and are effective for you!

Want to get updates….be sure to click the green star beside my name to follow me.

Love this product but in Bright Colors? Check out that product here.

Find me on Instagram: katesclassroom

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Guided Math Workshop Organization - Editable Pages

Name: Guided Math Workshop Organization - Editable Pages
Brand: Kate Searcy
SKU: 11917787
Price: 5.00 USD
Availability: InStock

Kate Searcy

261 Followers

$5.00

Highlights

Grades

1st - 6th

Subjects

Applied Math, Math, Mental Math

Standards

CCSSMP1

CCSSMP2

CCSSMP3

Description

Hope these help your small groups and guided math run smoothly provide efficiency and are effective for you!

Want to get updates….be sure to click the green star beside my name to follow me.

Love this product but in Bright Colors? Check out that product here.

Find me on Instagram: katesclassroom

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.