Calendar Math Routine Freebies

After participating in the Guided Math book study this summer, I set a goal for myself to implement a successful calendar math routine in my fourth grade classroom. This was something I was a little nervous about, because I've only used Saxon math's calendar routines in 3rd grade and I just wasn't too sure what to do in 4th. Well, I did it! I think I've finally struck gold! I've waited a while to post this because I wanted to make sure it actually worked for me and my students. 

I decided to include these daily/weekly routines to begin with:

• counting large numbers
• number line (using multiple markers based on Every Day Counts)
• date/day calendar questions
• daily depositor and coin counter (based on Every Day Counts)
• decomposing numbers
• rounding and place value
• elapsed time
• facts practice

My daily routine: I spend no more than 15 minutes total on this, so I don't always do every part every single day. We start with facts practice. Sometimes this is a timed drill sheet, or I use the links I put on the flipchart (file below). Then I pretty much follow the pages in my flipchart. Although we do the same activities every day, I like to keep it interesting by varying the way we do them. There are basically three formats I use on different days of the week:

1. Whole group using the the IWB. Any student who is not at the white board writes the answers on their individual dry erase boards.  
2. Small group: I used poster board to make 5 calendar math posters. The posters have the same things on them that we do on the IWB (file included below). I just laminated the posters, and groups of about 4 work together to compete each section. The first group to complete every part correctly wins a treat. 
3. Individual: I created a worksheet that looks like what we do on the IWB, and students write in their answers on their sheets independently, then we check together.

Every 2-3 weeks I test the students using a sheet similar to the independent practice worksheet. I'm so glad I've implemented this! It's a lot of math in a short amount of time, and a great way to review those skills that need to stay fresh. 

Now for the files. I've created a highly interactive Promethean flipchart that can be used on your whiteboard. There are also copies of the tests, worksheets, a PowerPoint version of the lesson (though not as interactive), and black and white printables to make your own small group calendar posters. Just click the link under the picture to download the zipped file. If you decide to download, please leave me a comment and let me know what you think.

Calendar Math Files

Guided Math: Putting it Into Practice

Better late than never, I guess! I'm finally posting on Chapter 9 of the book study (12 days late). Why so late, you ask? Well...our system recently purchased a new math curriculum and we just had our training today. I didn't realistically think I could make any plans for putting GM into practice until I had an idea of how our program would run. All through this book study I've been *hoping* I'd be able to implement some of the things I've been learning with our new curriculum, and I'm happy to say I will!

We've adopted Go Math! and the structure of the program pretty much follows the GM format using whole group and small group. Here's a rough outline of what I'd like to implement next year:

Pre-Lesson:

• Calendar Math (not included in GM, but I'm hoping to pull something together from all the great resources I've stalked found this summer!)
• Fact Practice: (Using sheets and manips/games I've accumulated) I've just really seen in my experience that about 5 minutes of practice each day is a must, especially multiplication and division in fourth grade.
• Check last night's homework: My grade level coworker and I plan to do this differently every day. Some days we'll check the whole paper and give kids a treat for getting x% correct. Some days we'll just check a few problems. With this program they'll all be the same skill as opposed to Saxon's 30 different skills in each lesson, so we can get away with it. Some days, we'll just check to see whether it's done...Kiddos won't ever know which day is which. We like to change things up like that to keep it interesting and keep them on their toes.

During Lesson: 

• Short Whole group minilesson: Go Math is designed for this, but I'm really going to have to practice to make it "mini." We'll see :) After the mini-lesson comes independent practice and formative assessment. There are two problems in each day's lesson already built in for formative assessment.While students work I'll go around and check those two problems. And here's an awesome tip I got from our presenter today:
• Carry a purple, green, and orange pen or highlighter with you when checking. If a kid gets both problems correct, give a purple check. If he misses only one, give a green check. If he misses both, give an orange check--now your groups are made! How awesome is that?! 
• At this point I'll pull small groups and follow the lesson plans prescribed in the program (at least until I know a little more about what I'm doing). I LOVE that the groups are truly fluid and flexible! 
• I also plan to conference with individuals during this time. 
• While I'm meeting with groups and/or conferencing, the other kids are: finishing independent problems or beginning homework page, doing center activities, reading math readers, playing math games, or doing something on the computer related to the lesson.

After Lesson:

• Journals: I plan on incorporating our math journal here. There's a prompt at the end of each lesson and I may use it until I build a database of other prompts. 
• Whole group meeting: I envision this as the time for students to share what they've learned or what they have questions about and what strategies they've used that day. 

Well, that's the plan anyway. I know that when I dig in and get my hands dirty I'll have to adjust, especially once I get the curriculum under my belt. Sorry this post was so late! If you'd like to read more about implementing Guided Math, check out some of these great posts and the bloggers who linked up:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Chapter 7: Mrs. Patton's Patch and Thinking of Teaching

Chapter 8: Primary Inspired

Chapter 9: The Creative Apple and Second Grade Math Maniac

Guided Math Chapter 8

I once had a college professor tell a story about a particular language in which the word for "teaching" and the word for "learning" were in fact the same word. She went on to discuss the cyclical and interwoven nature of teaching and learning, and posed a curious question: If there is no evidence of learning, can we say that there has been teaching?" I've gone back to that lecture in my mind often and pondered her question, especially as I read this chapter about assessment.

A knee-jerk reaction some teachers may have when students don't learn material is "Well, I taught it!" but the fact is that we must use formative assessment to ensure that students are actually learning.

In this chapter Sammons says, "Assessment in Guided Math classrooms is ongoing and informs instructional decisions. The strong links between teaching, learning, and assessment are evident." I would venture to generalize the same is true for all the subjects we teach. Ongoing assessment is crucial for helping guide students to leaning outcomes.

As I read this chapter several key points kept recurring in my mind:

• Feedback should be specific: Students need to know what they are doing right, as well as what the next steps are to further learning. I couldn't agree more! This was one of the key points I learned and practiced as a Reading Recovery teacher, so the connection with math made perfect sense. 
• Feedback should be timely: We've all done it, right? That stack of papers that need to be graded but doesn't get finished until 4 or 5 days later? I do try very hard to grade things right away and hand them back immediately because quite frankly, by the time the Tuesday folder goes home, the feedback is not so important anymore. Not just in math, but in every subject, I've found that when I can get the papers back to the students very quickly, they become a teaching tool!  
• Provide examples of what success looks like: This one has been a no-brainer for me in writing instruction, but is a little hard to wrap my brain around in math. I'm having trouble figuring out exactly what sorts of samples or exemplars I'll need...Are they like the example problems I complete for students when modeling? Are they the finished graphs I make to show students how to make their own? 
• Involve students in their own assessment: I do this some, but feel like I could improve in this area. I do a lot of formative assessment in which I ask students to rate how well they understand the concept, or maybe text in something they've learned or are wondering about with our ActivExpressions, but I feel like I could tackle this aspect of assessment better during conferences and small groups. 

Want to read more about Guided Math? Check out our book study hosts:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Chapter 7: Mrs. Patton's Patch and Thinking of Teaching

Chapter 8: Primary Inspired

Guided Math Chapter 7

My text connections were working on overdrive as I read this chapter! I was a trained Reading Recovery teacher and taught Reading Recovery for three years a while back, and there were so many things that I could relate to as I read this chapter.

The structure of the math conference is similar to the one on one Reading Recovery lessons. You may have a goal for students or a specific teaching point in mind, but you're basically teaching on the fly. The conference follows this procedure:

• Research Student Understanding
• Decide What is Needed
• Teach to Student Needs
• Link to the Future

Some things that really stood out to me as I read:

• Twice in the chapter Sammons mentions that there is no one correct teaching point for any particular conference. I've seen this so many times in Reading Recovery, as well as reading and writing conferences. For me, this lessens the pressure of making sure I taught "the right thing." As long as I'm teaching to students' needs based on evidence I gather, its okay!Which brings me to my next point:
• Like Reading Recovery, in a math conference you are teaching to a specific child's needs. Start with what the child knows and build on that foundation. 
• Start with an authentic praise about something the child is doing well. Sammons mentions that students may feel apprehensive when the teacher stops by for a conference. They may automatically wonder what it is they're doing wrong. Encouraging students by telling them what they're doing RIGHT will help ease their anxiety, build their confidence, and help solidify the knowledge they do have. Which brings me to my wish:

Does anyone out there have a list of stems to use during a math conference? I have one for reading broken down by skills from my Reading Recovery days, but it would really help my on the fly teaching if I had the same thing for math. My reading one is formatted like this:

Reading Conference Example Stems

Does anyone have something like this? If not maybe I can make one.

Thanks to all of our hosts so far:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Chapter 7: Mrs. Patton's Patch and Thinking of Teaching

Guided Math Chapter 6

I loved the "big picture" of Math Workshop provided in Chapter 6. I tend to think "whole to part" rather than "part to whole" so this was really beneficial to me. The components are:

• Review of Previously Mastered Concepts
• Math Fact Automaticity
• Math Games
• Problem-Solving Practice
• Investigations
• Math Journals
• Computer Use
• Math Related to Other Subject Areas

From what I understand, these are the things that students are doing independently. This section of the Guided Math block takes place after your calendar time and minilesson, while you are meeting with small groups or conferencing one on one. 

A few things I found interesting:

1. Sammons states "For teachers who are implementing Math Workshop for the first time, it is often initially wise to limit the range of activities and find out what works well for them." (186) I couldn't agree more!!! Just like with introducing choices for Daily 5, I envision using the same process with Guided Math. I plan to introduce one thing at a time using the 10 Steps to Independence. 
2. It's important to help students develop endurance and work with independence. I can't focus on a small group or one student if I'm constantly interrupted. I think using the 10 Steps to Independence will be an easy transition in math for me and the students since it is something we'll be doing in reading as well.
3. Students must develop automaticity with facts in order to be proficient in computation. This is one of my soap box items! Students MUST know math facts and be able to recall them quickly  in order to free up their working memory and be able to focus on more complex tasks. It's just like reading: We all know that if a child is struggling to remember that J says /j/ that child will not read the word 'job' fluently, which will cause a breakdown in comprehension. We work for automaticity in letter/sound recognition and sight words...it just makes sense to do this with math facts. (I'm probably preaching to the choir here, but it's just one of those things I feel strongly about). 

So, what to do with all of this? Well, even though the chapter was rather short, there was quite a lot to think about and plan how to implement. I'm going to start with Math Fact Automaticity and share a few ideas I've used to help my students gain it. 

Daily Fact Practice: I usually spend 5 minutes or so on daily timed practice with facts. I found that is a great way to really keep the facts fresh on kiddos' minds. 

• Abiator's Times Tables is a site that I use to practice whole group. It flashes a problem on the board and students call out the answer.
• Multiplication Rock-Remember these? If you have access to YouTube, these are great videos! Sometimes we'll watch while students are getting ready to take a timed test.
• Paper and Pencil drills: We do these every day. I have some with our old program and that I've collected that only take about 3 minutes to do.
• Wrap-Ups: I purchased a class set of these last year. Kids love them because they're like a game. Sometimes I time them to see how many times they can finish their wrap-up in 2 minutes. They come with a CD also!
• Super Speed Numbers: I plan to implement this next year. You can download everything you need for free from Whole Brain Teaching. It basically turns timed tests into a game and competition against yourself. The goal is to beat your best score. 
• Math Fact Practice Log: I haven't used this in a while, but I created it one year when my students were really behind in learning math facts. They needed nightly practice and weren't doing it, so I created this log. At the end of the grading period, they turned in the log for a test grade. It was a great way to help get parents involved and it didn't take much of the families' time. 

I vary the activities to keep it interesting for the students, but I really feel like the daily review is extremely important. I'm hoping that maybe as I learn more about Super Speed Numbers I can move this activity to the Guided Math portion instead of using my whole group time. Time will tell!

Don't forget to check out our book study hosts:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Guided Math Chapter 5

I have to say I have really been enjoying reading this book and collaborating with all my bloggy friends on the great things we're learning! Chapter 5 deals with the small group component of Guided Math. Some of my favorite points:

• Small group instruction is a defining component, but is not the ONLY mode of instruction. I love this because I agree with a balanced approach. We need whole group, small group, one on one, partners, group work, and individual work. All of these have value and need a place in our instruction.
• Small group instruction gives the teacher an enormous amount of flexibility in meeting the needs of students and gives maximum impact to teaching. AMEN! 
• Children are more likely to open up, take risks, and ask questions in a small group setting. I've seen this first hand!
• Use your manipulatives. I loved this research stated on page 143, "Research shows that 90 percent of what we both say a nd do is retained, compared to only 50 percent of what we hear and see." Wow! We all know that "doing" is important, but did we realize just how important it is for retention?
• Keep your small group area organized and free or clutter--((sigh)) I'll just go ahead and admit that my small group table (right by the door) becomes a dumping ground. I've GOT to stop this! I waste time cleaning it off to use it. 
• Let formative assessment (and sometimes summative) to form groups and guide your daily instruction. 

And here's where I get techie: I'm all about using the formative data to form and guide my groups, but how to manage it? I'm also not great with paperwork. Now you know. My secret is out. I HATE paperwork! But, if I can turn that same paperwork into something digital I'm all over it. Hence, my newest Google Form....drum roll please....

Tada! Guided Math Group Records!

(Don't you just love those blocky faces?)

I created this form to serve three purposes:

1. Group students
2. Take notes during/after the lesson
3. Have a paper trail for RTI detailing whom was in the group, when we met, what was covered, and how well said students performed. 

Want a copy?

Click HERE to see the live form. 

Click HERE for the spreadsheet that you can save a copy of.

Here's how I plan to use it: We have a new math series this year (Go Math!), and if I understand correctly, there is formative assessment for grouping built right in. After the whole group instruction, students begin some problems on their own while the teacher circulates and checks. There are "Checkpoint" questions marked with a red check mark that the teacher pays special attention to. If the child misses those problems, my plan is to check their name on my form (which I've set to my iPad home screen), then pull all of those children for reteaching. Using the form I can easily choose the lesson topic and Common Core standard covered (4th grade). I've also left a place for notes so that I'll remember later what went on during the lesson and who needs more assistance.

Another key point in this chapter was that just because a student gets an answer correct doesn't necessarily mean they understand the concept. So true! I plan to address this in math conferences. I don't have all of the logistics worked out in my head yet, but hopefully after we read chapter 7 I'll have a better understanding. I've been doing some research and came across this fabulous blog dedicated guided math: Dr. Nicki's Guided Math Blog. She has some information about conferences and even some forms she created. Definitely worth the look. 

Thanks to our wonderful hosts for hosting this book study:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Guided Math Chapter 4

Chapter 4 was all about effective uses of whole group instruction. With the push for more and more small group instruction, it is refreshing to have the validation that whole group instruction is an important part of a balanced teaching approach. Whole group instruction is not bad! In fact there are many instances in which it is preferable to small groups, including minilessons, whole group games/reviews, giving instructions, and math huddles. Probably the idea that stuck with me the most from this chapter was the format of minilessons.

MiniLesson Components:

• Connection-This is the activating portion of the lesson
• Teaching Point-Teacher models or demonstrates ("I do" portion)
• Active Engagement-Guided practice ("We do, Y'all do" portion)
• Link to Ongoing Student Work-just what it says: You link to what they'll be doing independently ("You do" portion).

Sammons writes that the mini-lesson should be brief---no more than 10 minutes. I've found it extremely difficult to do each component of a minilesson and still keep it within the 10 minute time frame, at least in 4th grade. I especially need more time with the active engagement portion because I'm often listening in to students and offering feedback. While I really strive to limit the teacher talk, and focus on more time for guided practice, I know this is something I still need to work on. I'm finding that for adequate practice, usually my minilesson takes between 15-20 minutes---close enough :) I think for 4th graders and the difficulty level of some of the problems they solve in math, 20 minutes is reasonable.

How about you? What did you take away from this chapter?

Can't get enough of the Guide Math book study? Check out these links for more:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Guided Math Chapter 3

I'm loving this book study! It sure is nice to share ideas and collaborate with all of my bloggy friends! I have to say chapter 3 has been my favorite so far.It's about the nuts and bolts of using math warm ups. I was so excited about implementing these that I made a flipchart and a powerpoint with daily math stretches. (See this post if you're interested). Here are my take-aways from chapter 3:

• "Participating in a variety of brief mathematical activities...leads students to make subtle shifts into the world of mathematical awareness and learning." (p. 68) LOVE this statement! So true!
• I can't wait to implement the math stretches, but I worry that my morning to do list will be too long...I need to rethink our morning procedures and decide if I want to do the math stretches in the morning or at another time during the day.
• I couldn't agree more with the text on page 82 about making math connections. It relates the reading strategy of making text to self, text to text, and text to world connections to math. The math connections are math to self (How did my family use math last night?), math to world (use current events), and math to math. I envision creating an anchor chart with the kiddos when we learn about these. 
• Calendar Board: Again, I need to incorporate this into my math instruction next year. I'm a little rusty on it, since I've not done it since I taught 3rd grade 5 years ago. I've been blog-stalking and have gotten some great ideas! I watched this great video by Stephanie at Teaching in Room 6. She has lots of great ideas for calendar in the upper grades. Here's another video I found on YouTube of a 4th grade Every Day Counts calendar lesson. I also thought I'd get a copy of our old Saxon Math 3rd grade teacher's manual which has some pretty good ideas for calendar math. I don't have to use them all...I think the think I'm going to have to keep in mind is that it should be short (15 minutes). 

I'd love to hear your take on Guided Math so far! If you'd like to get into more of the conversation, check out these posts from our hosts for the first three chapters:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Guided Math Chapter 2

Now my question about numeracy-rich classrooms has been answered! I sort of thought that it was similar to a literacy-rich classroom environment, but I wanted examples. Chapter two did not disappoint! I have so much to think about now. Here were my biggest take-aways:

1. Calendar Board/Math Wall: As an upper grades teacher, I don't "do" calendar math every day, but I would like to incorporate this next year. Its a great way to get in that spiral review. I liked how the book suggested each child having his/her own calendar or agenda so they can make connections to what you're doing during calendar activities. I think I'll try that next year. I plan to review shapes, word wall words, math concepts like even/odd or skip counting, months of the year, elapsed time (What will be the date in two weeks and five days?) and problems of the day. This is similar to the 3rd grade calendar math that we did in Saxon math.
2. Anchor Charts/Graphic Organizers: While I did a few of these this year, I need to do wwaaayyy more! And I need to set aside a space in my room to hang them. I especially loved the modified Frayer diagram.
3. Math Productions by Student Authors: She actually suggests having students make math books, but being the tech nerd that I am, I would rather have the kids use tech tools for their productions. I'm thinking I might incorporate the tech part into a station or center during Guided Math. Some of the tools I'm thinking of using are Flipcams for videos, Powerpoint, Prezi, VoiceThread, Glogster, Voki, and the iMotion app for making stop-motion movies. I don't have the plan fully fledged yet, but I definitely want the kiddos to experience using more tech tools for learning math next year. 

How about you? What are your thoughts on Chapter 2 or my post? I'd love to hear from you!

Want in on more of the conversation? Check out our first two hosts' blog posts:

Chapter 1: Primarily Inspired

Chapter 2: Third Grade GridIron

Guided Math Book Study

Have you heard about the Guided Math book study? I'm linking up with Brenda, over at Primary Inspired to read, discuss, and share our ideas as we read the book. I've already read it once, but I'm really excited to go through it with other people. I can't wait to see what others have to say as we read!

Thoughts and Questions I had while reading Chapter 1:

•  On page 16 she writes, "Lack of conceptual understanding handicaps many students as they face more difficult math challenges in the upper grades." Can I just add a few exclamation points to the end of that statement?!!!!! As a 4th grade teacher, I see this all the time. For example, more and more students each year are unable to calculate elapsed time. Why? They don't know how to read the clock...or even which hand is which! I'm hoping to find some great ideas for building their conceptual understanding as we go through this book.
• Exactly what is an "environment of numeracy" (pg 19)? Is that like a print-rich classroom, only math-rich? What all does the term "numeracy" include?
• I love, love, LOVE the Number of the Day Chart idea for Morning Math Warm-ups. I think it really stretches the kiddos' thinking! I actually incorporated that a little this past year, but only a few times. I definitely want to do this as a routine. 
• Individual Conferences: While I love to conference with my kiddos, I worry that I won't make time for it as much as I should. I'm really going to try and implement this next year and might even create a Google Form like I did for reading conferences to keep track of everything. 
• Probably my favorite take from this chapter is on the bottom of page 24: "It is often easier for teachers to begin with a few of the components and gradually add more." I really need to remember this. I'm one of those that tends to jump in head first and try to do it all! 

Want to join in? Stop by Primary Inspired and see what others have to say!