MARC Record from Marygrove College

LEADER: 06267cam a2200565 i 4500
001 ocn822972319
003 OCoLC
005 20191109072626.4
008 121221s2013 nyua b 000 0 eng
010 $a 2012038646
040 $aDLC$beng$erda$cDLC$dYDX$dYDXCP$dBTCTA$dBWX$dOCLCF$dBDX$dIAD$dIG#$dOCLCQ$dUV1
019 $a904429772
020 $a9781596672352$q(pbk.)
020 $a1596672358$q(pbk.)
029 1 $aAU@$b000050302835
029 1 $aAU@$b000052040086
029 1 $aNZ1$b14822721
035 $a(OCoLC)822972319$z(OCoLC)904429772
042 $apcc
050 00 $aQA20.G76$bN49 2013
082 00 $a372.7$223
049 $aMAIN
100 1 $aNewton, Nicki.
245 10 $aGuided math in action :$bbuilding each student's mathematical proficiency with small-group instruction /$cNicki Newton.
264 1 $aLarchmont, NY :$bEye on Education,$c[2013]
300 $axii, 146 pages :$billustrations ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
500 $a"K-5"--Cover.
504 $aIncludes bibliographical references (pages 145-146).
505 00 $aMachine generated contents note:$g1.$tGuided Math: An Introduction --$tA Guided Math Lesson in Action --$tIntroduction: Mini-Lesson --$tStudent Work Period --$tShare Period --$tSummary of the Guided Math Lesson --$tGoals of Guided Math --$tBeliefs About Teaching and Learning Mathematics That Frame Guided Math --$tMeeting Students Where They Are --$tTapping into Multiple Learning Styles and Intelligences --$tBuilding Mathematical Confidence --$tStretching Your Own Pedagogy --$tSummary --$tReflection Questions --$g2.$tGuided Math in a Numerate Environment --$tProving Your Thinking --$tMath Workshop --$tElements of a Math Workshop --$tThe Math Workshop Schedule --$tCalendar/Morning Routines (9:00-9:10) --$tNumber of the Day --$tDaily Word Problem/Vocabulary Review (9:10-9:20) --$tWhole-Class Mini-Lesson (9:20-9:30) --$tNumber Talks and Energizers --$tFirst Rotation/Math Centers (9:30-9:43) --$tStudent Math Centers --$tBig Switch (9:43-9:45) --$tSecond Rotation/Math Centers (9:45-9:57) --$tShare (10:05-10:15) --$tSummary --$tReflection Questions --$g3.$tManaging the Math Workshop --$tGetting Started --$tRules, Consequences, and Rewards --$tEstablishing Routines --$tMath Anchor Charts --$tSchedules --$tWhere Is the Guided Math Area in the Classroom? --$tGuided Math Teacher Toolkit --$tSummary --$tReflection Questions --$g4.$tForming Guided Math Groups --$tWorking with Everyone --$tForming Groups --$tThe Role of Flexible Grouping --$tRecord Keeping --$tSummary --$tReflection Questions --$g5.$tBalanced Assessment: The Key to Grouping Students for Guided Math --$tPre-Assessment for Forming Guided Math Groups --$tOngoing Assessment --$tEvaluative Assessment --$tSummary --$tReflection Questions --$g6.$tA Framework for Guided Math Lessons --$tBefore the Lesson --$tAn Overview of the Framework for Guided Math Lessons --$tPresenting the Mini-Lesson --$tStudent Practice --$tShare Time --$tA Guided Math Lesson in Action --$tEvaluating Guided Math Lessons --$tSummary --$tReflection Questions --$g7.$tBuilding Mathematical Proficiency in Guided Math Groups --$tConceptual Understanding --$tProcedural Fluency --$tStrategic Competence --$tAdaptive Reasoning --$tMathematical Disposition --$tSummary --$tReflection Questions --$g8.$tWhat Are the Other Kids Doing? --$tMath Centers --$tGrouping --$tIndividual Work --$tPartner Work --$tCollaborative Games --$tCompetitive Games --$tTeam Games --$tGroup Work --$tCollaborative Work --$tCompetitive Games --$tTypes of Centers --$g#1.$tBasic Fact Center --$g#2.$tHot Topics Review Center --$g#3.$tGeometry Center --$g#4.$tWord Problem Center --$g#5.$tMath Poem Center --$g#6.$tMath Journal Center --$g#7.$tMath Vocabulary Center --$tMath Center Logistics --$tUsing Standards-Based Task Cards --$tUsing Scaffolded Activity Sheets --$tUsing Leveled Centers --$tHolding Students Accountable --$tGiving Feedback on Math Center Work --$tReflecting on Math Center Work --$tSummary --$tReflection Questions --$g9.$tThe First 20 Days of Math Workshop: Setting the Stage for Effective Guided Math Groups --$tThe First Week --$gDay 1$tWhat Is Math Workshop? --$gDay 2$tHow Do Good Mathematicians Communicate with Each Other? --$gDay 3$tHow Do Good Mathematicians Talk About Their Ideas? --$gDay 4$tHow Do Good Mathematicians Show Their Work? --$gDay 5$tHow Do Good Mathematicians Write? --$tThe Second Week --$gDay 6$tWhat Are the Calendar Routines During Math Workshop and How Do They Relate to Real Life? --$gDay 7$tHow Do We Participate in Number Talks? --$gDay 8$tWhat Happens During the Mini-Lesson? --$gDay 9$tHow Do We Work at Math Centers? --$gDay 10$tHow Do We Work and Play Together During Math Workshop? (Part 1) --$tThe Third Week --$gDay 11$tHow Do We Work and Play Together During Math Workshop? (Part 2) --$gDay 12$tHow Do We Work and Play Together During Math Workshop? (Part 3) --$gDay 13$tHow Do We Use Math Tools During Math Workshop? --$gDays 14-15$tWhat Happens During the Student Work Period of Math Workshop? --$tThe Fourth Week --$gDays 16-17$tWhat Happens During Share Time at the End of Math Workshop? --$gDays 18-20$tWhat Are the Routines, Rules, and Procedures During Math Workshop? --$tSummary --$tReflection Questions to Ask Yourself After Each Week.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aMathematics$xStudy and teaching (Elementary)
650 0 $aGroup guidance in education.
650 0 $aGroup work in education.
650 0 $aEffective teaching.
650 7 $aEffective teaching.$2fast$0(OCoLC)fst00903762
650 7 $aGroup guidance in education.$2fast$0(OCoLC)fst00948394
650 7 $aGroup work in education.$2fast$0(OCoLC)fst00948532
650 7 $aMathematics$xStudy and teaching (Elementary)$2fast$0(OCoLC)fst01012272
938 $aBrodart$bBROD$n107405407
938 $aBaker and Taylor$bBTCP$nBK0012841422
938 $aIngram$bINGR$n9781596672352
938 $aYBP Library Services$bYANK$n11086736
938 $aYBP Library Services$bYANK$n10196372
938 $aBlackwell Book Service$bBBUS$n10196372
994 $a92$bERR
976 $a31927002096508