Tuesday, August 26, 2014

What are the other kids doing? ---- Problem Solving

Welcome to the third installment of our new linky--What are the other kids doing?  It's a linky dedicated to sharing independent practice activities that you use with your students that make it possible for you to meet with small guided math groups.

Today's topic is problem solving!  We will be sharing some things we already do and some new things we are looking forward to trying.

Allowing students to independently problem solve as individuals, with a partner, or in small groups is essential.  Creating the problems is something I find myself doing on a daily basis.  I do not plan ahead a week in advance---I am continually considering my students' current understanding of concepts, the skills they have learned, how they are progressing in guided math groups, and the standards.

Three different problems may be provided for students on a given day.  For example, we may be working with adding on with the start unknown. Some students are able to work with greater numbers (three-digit) while others are adding 2 digit numbers.  The problems may be identical with differing numbers.  There may also be a group of students having difficulty writing an equation to match a start unknown addition word problem.  Those students may continue working with a result unknown problem in the independent setting and further work will be done with guidance in a small guided math group with start unknown problems.  I simply number the bags that house problems so students know exactly which problem they will be solving.

Some problems include a checklist to help guide students, while others may not---this depends on the needs of students.

A checklist example:
  • Carefully read the problem.
  • Label what is known (K) and unknown (U).
  • Write an equation to match the problem situation.
  • Solve the problem using a strategy of choice.
  • Write your answer in a sentence with words.

Whatever problem students are given, one thing remains constant---students must decide what strategy they will use to solve.  The strategy (pathway) is just as important as the solution.  The discussion that students are allowed to have with one another gives them the opportunity to see multiple pathways for solving the same problem as well.

Problems do not always have one solution, and students don't always solve the problems they are given.  Here are two examples:
  • 25 trick-or-treaters went into the haunted house.  Some were brave enough to go upstairs, and the rest stayed downstairs. How many went upstairs? How many stayed downstairs?
  • 16 students went into the library.  Two students sat on each beanbag.  How many beanbags were used?  What strategy would you use to solve this problem? Be prepared to tell why you would use this strategy. 

No matter how well problems are planned, there are times when students get stuck.  Pam from Pam's Place came up with a wonderful idea to help instill perseverance in her students---Need a Hand?  Click here to read more about Pam's fabulous idea! 

Below are pictures of the hands that students will be able to use during independent work time while I am meeting with small guided math groups. 

Suggestions on hands include:
  • Use tools to model.
  • Reread the problem.
  • Try a different strategy.
  • Label what is known (K) and unknown (U).
  • Picture the problem situation in your mind.
  • Look back to your journal for a similar problem. 
  • Problem solve any words you do not understand. 
  • Draw a picture.
  • Ask yourself what you have learned that can help you.
  • Look for a pattern.
  • Act out the problem silently or with a partner.
  • Talk about the problem with a classmate. 
  • More will be added as the year progresses...

Something else I would like to try this year is group problem solving with roles.  This idea was shared in Dr. Nicki Newton's book Guided Math in Action (Chapter 8). While students work collaboratively to solve the problem, each has a special role. 

She suggest the following four roles:
  • Reader--reads the problem and translates for the group
  • Illustrator--draws a model to show the group's thinking about the problem
  • Number Cruncher--writes an equation to show the numbers in the problem 
  • Checker--Solves the problem in a different way to check the original solution

We will spend needed time understanding expectations and practicing before students are expected to work independently.

Finally, I would like to recommend a couple of great resources for problem solving---one I have had for years, and a new one.  Check them out!

I have also worked with students using model drawing (Singapore Math) as a fifth grade teacher for many years.  Here is a resource I recommend!

A few years ago I discovered these cards from Edupress. I purchased them at our local school supply store for about $10 a piece. Inside are 40 cards (front and back).

Please excuse the bad iPhone picture...I looked and looked for the grade 2 cards on websites but could only find the Addition and Subtraction cards for grades 2-3. I could only find the problem solving cards starting at grade 3. You can find those here.

What I like about these cards is that they can be done in small groups, or as a workstation. I have used them as both. One year, I had a "Brain Blaster of the Week". I would display the card and the students would try to problem solve what was on the card for that week. I had a bucket for them to put their work in. They could just use a slip of paper to show how they problem solved. That was a requirement. I wouldn't just take answers written on a slip, a strategy had to be shown. I would then draw a few papers from the bucket. If they were right, or close, using a strategy matched the problem, we would discuss it as a class. I would then give a fuzzy (part of our classroom management system). Some of the kids were baffled that someone could be rewarded for getting an answer wrong. I like to reinforce the idea that mathematicians are not always right, and need to practice, practice, practice!

I then would go through the rest of the bucket when the kids where gone, and I would assess who is on track and who needs more guidance. This was addressed duirng small guided math group times. We would break down the problem and discuss strategies that could be used to solve the problem.  These cards are a great assessment tool, too!

We would love to hear your problem solving ideas and how you use them with your students!  Feel free to link up or share in a comment!  Click here for details about linking up...

AND---If you haven't already, visit a fabulous blog hop--Math Books That Will Change Your Teaching! You can enter to win some HIGHLY RECOMMENDED math resources!!


Saturday, August 23, 2014

Math Books That Will Change Your Teaching BLOG HOP!

Welcome to the Math Books That Will Change Your Teaching Blog Hop! 


Get ready to hop around to all of the participating bloggers and learn about the teaching resources that have changed their teaching--resources that come HIGHLY RECOMMENDED! 

Here's how the blog hop works:
  • Read about Putting the Practices in Action by Susan O'Connel and Jon SanGiovanni.
  • Enter the rafflecopter drawing to win a copy of the book!
  • Hop to the next blogger, the next, and the next... to read about more fabulous math teaching resources and enter for a chance to win each of them!!
Here goes!  Get ready to HOP!

About the book...
It's important when thinking about the Common Core Standards that there are two parts--the CCSS Content Standards and the eight CCSS Standards for Mathematical Practice.  There is a huge difference between the two.  The content standards provide just that, content--they are not intended to tell a teacher HOW to teach.  On the other hand, the practice standards are intended to guide a teacher in developing ways of teaching that take students far beyond proficiency in a particular content area and help them develop as thinkers. Each of the eight Standards for Mathematical Practice are thoroughly and thoughtfully addressed in a way that helps the reader first understand the standard.  Then the authors help the reader understand "how they can get there" by providing ideas/strategies as well as student samples. 

Why did I choose this book?

Many moons ago, after I switched from a literacy coordinator to a 3rd grade classroom teacher, I attended a phenomenal math problem solving workshop presented by Susan O'Connell. In the next two years to come, I was fortunate to be able to attended two more of her workshops.  Each of her workshops strengthened my beliefs in how to teach mathematics, but ultimately they exposed me to numerous strategies to help my students develop as mathematicians--thinkers!

For this reason, I was thrilled when I discovered Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice, K-8.  Upon close examination, I found MANY of the strategies/ideas shared by Susan from those workshops I attended.  It was an easy choice for me when deciding what teaching resource to share because this text embodies so many of the strategies I put into action so long ago--strategies that have made me a better teacher of math and my students POWERFUL mathematical thinkers!

As you already know, the Standards for Mathematical Practice came about with the Common Core.  As you also know, these standards embody practices that are NOT NEW.  Making sense of problems and persevering in solving them, using appropriate tools, modeling with mathematics (and the remaining five practices) are, and have ALWAYS been, ways by which our students become problem solvers, reasoners, and communicators of mathematics. Yet, the Common Core has brought these practices to the forefront in an effort to establish consistency from state to state.  I have not found another text that has thoroughly addressed these practices and has offered so many activities and strategies for implementation.  Putting the Pieces Into Action does not disappoint!

Some Text Highlights!
  • a presentation of the rationale and understanding for each standard
  • classroom tested techniques
  • examples across grade
  • tips for assessment
  • specific strategies/activities for implementation

Strategies & Activities

Here are just a few of the strategies/activities I have used for years, shared by Susan in her workshops, an included in Putting the Practices Into Action.

Eliminate It! -- This is an activity that can be used with words, numbers, fractions, models, etc.  The possibilities are many.  The gist---students are given four words and they must eliminate one that does not belong with the others, and they must justify their choice. 

Headline Stories -- An equation is used as a newspaper headline story.  Students create stories (word problems) that go with the headline. 

Number Webs -- Students are given a quantity and they write it in the middle of the web.  Then they web by express the quantity in as many ways as possible.

Pinch Cards -- Cards are printed with symbols to represent select operations (+, -, x, and/or /).  Students show and pinch the operation they would use to solve given problems.

Agree or Disagree? -- A math statement is posed.  Students either agree or disagree with the statement and must provided evidence for their choice.

Number Partners -- A set of numbers is given (about 10).  Students find partners/number pairs to equal a given amount.

4-Square Word Boxes -- A concept/term is written in the middle of the box.  Students define, picture, give real-life examples, and list related words.

Something New to Try

This year, I plan to use "rich tasks" with my second graders.  In the appendix, O'Connell and SanGiovanni share examples of rich tasks for primary, intermediate, and middle school.  Rich tasks integrate most, or all, of the mathematical practices and require students to find solutions (which are many) and make judgements.  I will be sharing some of the rich tasks I use with my students in future posts. 

I strongly encourage you to to take a peek at Putting the Practices Into Action by visiting Heinemann's website.  AND don't forget to enter to win a copy!!

Now it's time to hop on over to Meg at The Teacher Studio!


Thanks go out to Brandi from The Research Based Classroom for organizing this fabulous blog hop!

Wednesday, August 20, 2014

What are the other kids doing? ---- Math Journals

Welcome to our new linky--What are the other kids doing?  It's a linky dedicated to sharing independent practice activities that you use with your students that make it possible for you to meet with small guided math groups.  

Today's topic--math journals!

Math journals are used in several ways by my students during independent work time.  First, a bit about how math journals are organized. 

Over the years, I found that much of students' notebooks got wasted as full pages were not used and students didn't seem to want to start a new problem on the same page as another.  After MANY years, I decided to have composition books cut in half--with last year being the first year for this.  It worked fabulously! Rarely did I have a second graders not use both sides of a page, and they didn't simply open their notebooks to any ole' page.  Something about the smallness of these little gems seemed magical!

Students keep journals in their math folders that "travel" with them as they move about various workstations during independent work time.  When students rotate to the math journal station, prompts are waiting for them, or a task is outlined on a To Dos sheet.  I simply type prompts in a strip format, cut them apart and bag them.  Prompts are also differentiated, as prompts are placed in numbered baggies and put into the math journal drawer.  Students know what numbered bag to access. 

Students are not always given prompts.  At times, they may be asked to create problems for their classmates.  When creating problems, students must always solve the problems as well.  Problems are then typed and used as future prompts.

Journals are a place where students often practice problem solving with models--addition and subtraction problems with the unknown in multiple positions.  The example below show includes a checklist as a guide. 

The following pics show some different prompts.

Discussion is also an important part of math journal time.  My students use discussion fans to help guide their discussions at various levels.  Multiple ways of solving are shared and students show respect for their fellow classmates' thinking.  I have shared this freebie in the past--BUT if you missed it, please feel free to download here!


Math journals are also a place for reflecting on learning, justifying thinking, and illustrating essential vocabulary--all of which can be done during independent work time while I am meeting with small guided math groups.   

This year, I want to examine how an interactive class journal can be used during independent work time.  

We would love to learn how your kids use math journals during independent work time, SO link up with us!

AND a reminder...

Coming this SUNDAY!

You MUST visit us this Sunday for a fabulous blog hop---Math Books That Will Change Your Teaching! The hop was organized by Brandi at The Research Based Classroom!

Here's how the hop will work:
  • Visit our blog and read about a HIGHLY RECOMMENDED math teaching resource.
  • Enter our drawing to win a copy of the book!
  • Hop to the next blogger, the next, and the next... to read about more fabulous math teaching resources and enter for a chance to win each of them!!


Tuesday, August 12, 2014

What Are the Other Kids Doing? Wednesday Linky

Thanks so much for stopping by! Today is the first day of our brand-new Wednesday linky--What are the other kids doing? It's a linky dedicated to sharing independent practice activities that you use with your students that make it possible for you to meet with small guided math groups.  Many teachers call them math centers or workstations--whatever you call them, these activities are designed to engage students in meaningful practice away from the teacher. 

This week's topic is math vocabulary!

Many moons ago, I attended an amazing workshop presented by Susan O'Connell--Writing About Mathematics.  It was a conference geared toward 3rd-8th grade teachers, and at the time I taught 5th grade.  Immediately after attending the conference, I began to integrate many of the ideas she shared.  Today I would like to share several of these wonderful vocabulary activities that I have adapted for my second graders.

Eliminate It! -- This is an activity that can be used with words, numbers, fractions, models, etc.  The possibilities are many.  The gist---students are given four words and they must eliminate one that does not belong with the others, and they must justify their choice. 

Describe It! -- In this activity students are given three words they must use in describing a specific math term/concept.

Riddle It! -- Just like it sounds, students write riddles!  Riddles are written about various math terms/concepts.

Group & Label -- This is the classic list, group, and label activity without the 'list'.  Students are given a set of word cards and group them any way they like, but they must be able to justify why they grouped them as they did.  Then students assign a label to each group and create a word web.

I {Heart} Math -- My kids love games!  Students play this game in pairs by drawing words/meanings from a baggie and covering words on their game boards.  The object is to be the first to cover three in a row horizontally, vertically, or diagonally.


Here are a few other math vocabulary activities my students enjoy:
  • Word/Meaning Match Up Activities
  • Vocabulary 4-Squares (meaning, illustration, real-life examples, and related words)
  • Math Crosswords & Word Finds (given meanings as clues to find)

Lastly, I have a product in my TpT store that I use for word work in reading and will be starting to use during guided math time this year--Roll It! Vocabulary Word Work.  It can be used with various grade levels/content areas, AND you can enter to win one of two copies!


a Rafflecopter giveaway

Courtney recommends the following:

Math Vocabulary Journal -- Draw & Write by Jen Ross - Teacher by the Beach


Please feel free to link up your math vocabulary ideas or share your ideas in a comment!  Click here to learn more about the linky!

A couple shout outs...

Coming VERY Soon!

You MUST visit us on August 23 for a fabulous blog hop---Math Books That Will Change Your Teaching! The hop was organized by Brandi at The Research Based Classroom!

Here's how the hop will work:
  • Visit our blog and read about a HIGHLY RECOMMENDED math teaching resource.
  • Enter our drawing to win a copy of the book!
  • Hop to the next blogger, the next, and the next... to read about more fabulous math teaching resources and enter for a chance to win each of them!!

Texts on Tuesdays: Part 2 of a 3-Part Book Study

Meg has posted her second discussion of Laney Sammon's, Building Mathematical Comprehension, over at The Teacher Studio.  You don't want to miss a chance to learn about chapters 4-6!

Thank you again for stopping by!

Wednesday, August 6, 2014

Guided Math in Action -- Chapter 9

It's the final chapter of Guided Math in Action---and it's a fabulous one at that!

In the final chapter of Guided Math in Action, Dr. Nicki shares her suggestions for rolling out the first 20 days of math workshop. In those first 20 days it is essential to help students begin to develop the eight mathematical practices that are vital in developing their mathematical proficiency. 

We will not summarize this chapter as specifically as some others---if you haven't already, we recommend you get yourself a copy of Guided Math in Action today!

Dr. Nicki suggest the first week focus on introducing students to the structure of math workshop and discussions surrounding what good mathematicians do.

Good mathematicians...
  • communicate with each other
  • talk about their ideas
  • show their work
  • write

She recommends creating anchor charts that are readily accessible for easy reference in the classroom.

Dr. Nicki suggest the second week focus on exploring routines, rules, and procedures for...
  • calendar
  • participating in number talks and mini-lessons
  • working in math centers
  • working and playing together

The third week brings with it a continued focus on working in math centers and the possible meeting of small guided math groups.

Dr. Nicki stresses the importance of reinforcing the routines associated with...
  • using manipulatives
  • playing games
  • working together

The fourth and final week should focus on what happens during debriefing.  This includes discussions related to...
  • participating in class journal discussions
  • the Mathematician's Chair (the chair where students sit to share their thoughts about math with others)
  • what is going on in the math workshop and what needs to improve 

Pages 128-133 lay out the first 20 days in chart form, and sample anchor charts are shared throughout the chapter.

Question 1
Some things I am preparing/have prepared...
  • sticky note storage sheets for recording observations
  • a simple lesson plan template to meet my needs
  • more hot topic centers
  • take home math tool bags
  • a class journal
  • some new math vocabulary centers
  • revamped calendar activities on SmartBoard
  • the list is growing...

Question 2
Some things I will continue to do...
  • create anchor charts with my students (for rules, procedures, what mathematicians do, etc.)
  • take things one step at a time--slow and deliberate
  • immerse my students in an environment of acceptance

All the best to you as you begin or continue your guided math journey this school year!

A few important tidbits...

A big congrats goes out to Monica R.! She was the lucky winner of Dr. Nicki Newton's Problem Solving with Models!  Thanks to all of our followers for participating!

We are thrilled to be sponsoring a brand new linky---What are the other kids doing? It was inspired by chapter 8 of Guided Math in Action!  Click the image below to learn more!

You MUST visit us on August 23 for a fabulous blog hop---Math Books That Will Change Your Teaching! The hop was organized by Brandi at The Research Based Classroom!

Here's how the hop will work:
  • Visit our blog and read about a HIGHLY RECOMMENDED math teaching resource.
  • Enter our drawing to win a copy of the book!
  • Hop to the next blogger, the next, and the next... to read about more fabulous math teaching resources and enter for a chance to win each of them!!
This is the last day to send in your questions for Dr. Nicki Newton's second Q & A! Have questions, please send them to us at guidedmathadventures@gmail.com

Finally, we want to sincerely thank all of the bloggers and followers who participated in our first book study of Guided Math in Action. If you didn't participate, you can read all of our posts by clicking on the book cover on our sidebar. 


Saturday, August 2, 2014

Guided Math in Action Book Study -- Chapter 8

Chapter 8 of Guided Math in Action is simply titled--What Are the Other Kids Doing?

If teachers want to meet in small guided math groups, then the rest of the kids must be engaged in meaningful tasks at their levels--tasks that can be completed without the help of the teacher.  Dr. Nicki calls these independent activities math centers.  Some teachers call them workstations.

Dr. Nicki begins by discussing some tips that will help math centers run smoothly in your classroom:
  • Anchor charts should be hung around the room for easy reference during center time--outlining what students should be doing doing independent work time.
  • Center storage needs to be easy, organized and durable and should include all materials needed.
  • Math centers must be designed for independence allowing for work time alone, with partners, or in small groups.
  • Students should be working on centers that are within their zone of proximal development.

Dr. Nicki goes on to suggest that students work within various groupings in a given week:

Individual Work:
  • Students work on their own without a partner or group
  • Groups of gathered in an area and working on the same task, but they are working on their own (parallel work)

Partner Work: 
  • Collaborative Games--students work toward a common goal together (puzzles, matching games, etc.)
  • Competitive Games--students play against one another to win
  • Team Games--students pair up and play in teams, one pair against the other

Group Work:
  • Collaborative Work--students work in groups with each person taking on a role (reader, number cruncher, checker, etc.)
  • Competitive Games--students play games they are trying to win such as board games and card games

  Dr. Nicki then shares seven MUST-HAVE centers!
  1. Basic Fact Center--students practice basic facts with cards and sorts
  2. Hot Topics Review Center--students review skills they have work on during the year up to that point
  3. Geometry Center--students build and explore the attributes of shapes at more complex levels as the year goes on
  4. Word Problem Center--students explore problems at the concrete, pictorial, and abstract level
  5. Math Poem Center--students work with math poems, songs, and picture books (own versions of poems, class book, etc.)
  6. Math Journal Center--students explore concepts, work on projects, and grapple with mathematical ideas
  7. Math Vocabulary Center--students practice previous and new words (games, puzzles, flash cards, etc.)
Chapter 8 ends with some center logistics (refer to pages 107-112 for example and details regarding each):
  • Use standard-based task cards
  • Use scaffolded activity sheets
  • Use leveled centers
  • Hold students accountable
  • Give feedback on center work
  • Have students reflect on center work  

Chapter 8 is chocked full of examples--student work, task cards, math center planning sheets, game ideas, and a sample schedule.

You might find some useful center/workstation ideas here:

Question 1:
My students often practice on their own and in pairs (including team games), yet I need to allow students to work more often in groups.  I especially like Dr. Nicki's discussion of collaborative work and how she has students take on roles.  While my students often work on problem solving tasks in pairs (sharing out within a small group), I can see the benefit of having students solve problems in small groups of 3-4 students as well.  This will be a goal for my kids this year--the modeling of procedures and working together will be done to ensure their confidence and cooperation in a small group problem solving situation.  

Question 2:
Students are held accountable for their work in several ways.  As Dr. Nicki describes, my students have folders that they keep with them during center time.  I look at student folders on occasion, but I like her idea of leaving students a little note (sticky notes would be great for this) when doing so.  In the past, I have orally checked in with students, but I think they would enjoy finding periodic notes in their folders. :0) I also like Dr. Nicki's suggestion to have students share a piece of work from their folder at the end of math time, and I plan to add this in the mix next year. I do have a center called Show What You Know!  This is a center where students are given a differentiated task/activity that must be completed on their own, and finished activity sheets are put in a drawer for me to look over.  The majority of the time, I provide verbal feedback--grades are not given or taken.  While this center provides some accountability, it's also an opportunity for a bit of ongoing assessment. My observations and questioning during work time, as well as conferences with students, are other ways my students are held accountable.


There's so much we could share about the math centers/workstations we use with our students---too much for one post! For this reason, we are kicking of our very first linky on Wednesday, August 13th--it's inspired by Chapter 8 of  Guided Math in Action!  

See the schedule of topics below, and stop back for the fabulous sharing that will be going on--and some FREEBIES, too! Have a blog and want to participate? Click the linky button on our sidebar to learn more! 


Click here if you have not read Dr. Nicki Newton's first of two Q & As!


Today is the last day for our Dr. Nicki Newton, Problem Solving with Models, giveaway! Click here to check out these awesome resources! The lucky winner will get to pick the grade level resource that best fits him/her.  We will be randomly drawing the winner at the end of the day today! Good luck and have a fabulous week!

a Rafflecopter giveaway

Dr. Nicki Newton Q & A #1!

Thanks so much for stopping by---you've come to the right place! Today is Dr. Nicki Newton's first of two Q & As!!

Our wonderful adventurers (followers) sent in some thoughtful questions for Dr. Nicki, and her answers have been sent back! Many thanks go out to, Dr. Nicki!

Q1: What are math running records? Can you give an example?

A1: Math running records are a great way to assess the fluency of our students.  They consist of 3 parts: speed and accuracy, flexibility and efficiency. Remember when you are assessing children, you are not only concerned with quick facts but also flexibility (strategies) and efficiency (knowing what to use when). They follow the sequence of learning facts (for the addition sequence see my blogpost on the Dolch Words of Math) also see Van de Walle elementary ed math books. Also, I will be holding an online course about math running records this fall in August and September. 

Q2: Suggestions for using a curriculum (such as Saxon) in a guided math structure?

A2: I would incorporate the major cluster/priority standards lessons into the guided math structure.  You want to think about what are the absolutely non-negotiable standards - things that students have to know 100% by the end of the year... and then teach, remediate, extend those lessons in the guided math group. I would use the main lesson during the whole group part and then differentiate in the small group.

Q3: I have been moved to third grade math this year and am concerned with how I would do guided math when I look at the daily math lessons I am to teach. How does a teacher teach the lesson over and over to each group she would pull when the lessons are so involved?

A3: Ok, so as you think about structuring your year, you are not trying to teach every lesson in the group.  You are pulling groups according to their needs.  In the mini-lesson you are working with the whole class.  In your small group you are working with children in their zone of proximal development, teaching them what they need to learn.  Focus on the priority standards in the group. Also reinforce these in the workstations.

Q4: What is the most important thing for a teacher to keep in mind about Guided Math when he/she is first starting out?

A4: Start slow! Make sure you know what the other children are doing.  Make sure you have your routines and procedures well established.  Make sure the students have their toolkits.  Think about lessons that teach the priority standards.  Remember that you can start by doing 1 or 2 groups a week and then increase the amount as you get familiar with it and comfortable. 

Q5: "Interactive" math journals have exploded on the blog-osphere and Teachers Pay Teachers (cutting and pasting fold out pieces/flaps, coloring pictures to accompany prompts, etc.) How do you feel about using these?

A5: I think they can be potentially very wonderful!  You have to make sure that you aren't just doing cut and paste activities.  Make sure that you are clear about the specific standard you are teaching (and that the students understand it in the form of an I can statement). I think if you can put them in a Thinking Notebook, then they can serve as a resource throughout the year for the students. 

Do you have questions about guided math? Please send your questions to us at guidedmathadventures@gmail.com, and we will submit them for Dr. Nicki's second Q & A.  Please send your questions by the end of the day on Wednesday, August 6th.  

We'll see you tomorrow for chapter 8 of our Guided Math in Action book study!

Friday, August 1, 2014

Five for Friday!

Just wanted to share some Five for Friday highlights from this week and a couple of exciting things to come...

This Week's Freebies

If you missed the freebies from our posts this week, just click on each below.

AND, if you haven't check our our other FREEBIE math tools and workstations/games, make sure to CLICK HERE!

Dr. Nicki Newton's First Q & A!

We just received the answers to all of the questions shared for our first Q & A with Dr. Nicki Newton.  We will do a post sharing her answers TOMORROW!

Remember, we are also taking questions for her second Q & A until Wednesday, August 6th!

Here's how the Q & A will work:
  1. Send your questions to us at www.guidedmathadventures@gmail.com.
  2. We will pass your questions on to Dr. Nicki.
  3. She will do her best to answer your questions in an upcoming post.
Send in those burning questions!

Texts on Tuesdays: A 3-Part Book Study


Just found out about a fabulous book study that will be going on over at The Teacher Studio!  Meg will be discussing Laney Sammon's, Building Mathematical Comprehension, one of our recommended resourcesTo learn more about her book study, head on over to her blog!  We will definitely be following along!

Guided Math in Action Book Study Archive

We have added a new sidebar to our blog--a direct link to our Guided Math in Action book study archive!  Here you can read all previous posts and visit participating bloggers all in ONE place.

Giveaway! Ending Soon!

Just a few days left for our Dr. Nicki Newton, Problem Solving with Models, giveaway! Click here to check out these awesome resources! The lucky winner will get to pick the grade level resource that best fits him/her.  We will be randomly drawing the winner next Sunday, August 3... Good luck!

a Rafflecopter giveaway
Check out more Five for Fridays at Doodle Bugs Teaching!


All the best for a wonderful weekend!  We'll see you back here on Saturday for Dr. Nicki's first Q & A and on Sunday for chapter 8 of Guided Math in Action!