A week of guided math should be launched with the introduction of a new math skill. This involves a gradual release method of instruction, using guided math notes that serve as reference tools, guided practice, independent practice, and a quick assessment. Want to find out how to launch guided math? Keep reading to learn my tips…
This article explains how to launch guided math in the upper elementary classroom by providing teachers with a guide to introduce a new math skill to students, and then offer them a variety of methods of practice and assessment.
This article is the 4th in my “Ultimate Guide to Guided Math” series. To start at the beginning, check out the first post. Check it out by clicking the image below:
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How Do You Introduce a New Math Concept?
A new math skill should be introduced to students through whole group math instruction. This instructional strategy requires that the teacher be knowledgeable about the topic, able to lead a discussion, and provide support to students as they are just being exposed to the math skill.
A great way to introduce any new math skill through whole group math instruction is to provide students with guided reference notes and math anchor charts that serve as a central point of reference that they can connect with as they are working independently in future practice activities.
Guided Practice vs. Independent Practice: Should You Do Both?
Yes! You should absolutely have your students practicing the new math skill ON THE SAME DAY THAT YOU INTRODUCE IT with both guided practice & independent practice. When you offer both varieties of practice activities, you are using a gradual release instructional method.
Ideally these practice activities will be similar in layout so the primary focus will be on practicing the skill rather than navigating a new activity.
If you have been in education for more than a week, then you have heard of “I do, we do, you do”. While this notion has been around for a while, it is absolutely relevant in the classroom.
“I do…”
Providing students with upfront guidance in the form of demonstration, especially with math concepts, helps them to see what is going to be expected of them.
“We do…”
After they have seen what is expected of them, then they can begin to develop their own skills with you as their close guide. Students benefit from practicing a skill in a low threat environment when they have guidance from you, the expert. Guided practice builds confidence and allows students to practice new strategies.
“You do…”
Finally, shortly after they have been exposed to seeing the skill in action, and then feeling safe as they are guided through practice, they are ready to tackle the task independently. The independent practice should be in the same format as the guided practice so that it is familiar to students. This allows them to focus on the skill rather than the instructions.
Using Math Exit Tickets to Assess Student Understanding of a New Math Skill
In addition to practice on the same day as you introduce a new skill, a quick assessment in the form of an exit ticket, or exit slip, is arguably the most important part of day one! The assessment in guided math exit ticket is given to students at the end of the first whole group lesson.
The benefits of using an exit ticket are that the teacher gets a quick snapshot of the students’ understanding and comprehension of the new math skill. With the data from the exit ticket, the teacher can formulate a plan for the next day’s mini math lesson.
The exit ticket assessment should immediately follow the independent practice and shouldn’t take students more than 5-10 minutes to complete.
It should be presented in a no pressure (“this is not for a grade”) way so that the students are focusing on the task rather than the anxiety that they have over making a good grade. This will give you a more accurate representation of what they actually learned during the lesson and practice.
An exit ticket MUST be completed 100% independently if you want to get accurate data about how much your students learned during your whole group math instruction. When I was in the classroom, I used to tell my students that they couldn’t ask for help from myself or their peers during an exit ticket because “I want to know what you know, not what you and your partner can figure out together”.
Using Exit Ticket Data to Drive Math Instruction
The data that you collect from the results of the exit ticket will help you form small groups, which we will discuss in article 6 of this series. Small math groups should always be fluid, meaning that they can change from week to week based on your students’ needs. The method of obtaining this information is through the use of an exit slip assessment.
In the exit ticket data image above (the one on the left), there are students who struggled with the process of interpreting a remainder in the division equation on their exit ticket, so this data can be used to determine students who may need to be grouped together to target that particular skill. Additionally, teachers can use the exit ticket itself to review the concept either the following day, or during small groups on day 3 and 4.
How to Launch Guided Math… So, what happens on Day ONE?
- Whole group math instruction introducing the new math skill
- Guided practice building confidence in students after learning a new math skill
- Independent practice to allow students to gain even more confidence with the new math skill
- Exit ticket assessment to get a snapshot of what your students learned (or didn’t learn) and to help you make decisions moving forward with your instruction
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I hope you have enjoyed this article about how to launch guided math. Join me in the next part of the series for a look at using assessment to drive your mini lesson.
