Below you will get the idea of the Structure behind the guided math groups using the Math Expressions curriculum.

**Week #1 - Lessons 1-2:**

__Day 1__

- INTRODUCE: The purpose of introducing the concepts in lessons #1-2 is to teach to the high end and for those students who catch on quickly. These students can then spend more of their week in enrichment activities and can have their needs STRETCh'ed during small group instruction. For those who will need review and reinforcement, the general overview they receive will expose them to concepts, with the time built in for more focused small group instruction.

Use the class multiplication poster and follow pages 6 & 7 - make sure to review symbols and vocabulary! Lesson 1 - Activity 2 - (10 minutes) *save practice worksheet p.6 for station rotation

Introduce the Home Practice and Study Plan - Lesson 1 - Activity 3 (5 minutes)

Explore Equal Groups by working through p.7 of the Student Activity Book Lesson 2 - Activity 1 (10 minutes) - stress the importance of drawings

Work through "Make a Math Drawing to Solve Problems" with lemons and briefly explain model example on Student Activity Book p.9 of Equal Share Drawings. (10 minutes)

Formative Assessment check for Lesson 1 & 2 (click here for a free "exit ticket") - 5 minutes

** You will use this FA check to place students in appropriate starting stations for the next two days.

** You will use this FA check to place students in appropriate starting stations for the next two days.

__Day 2 & 3__

- Start class with a quick practice (5 minutes - however, if students are not used to being student leaders, it may take a bit longer to model) - Lesson #2 (repeat on Wed)

Break into stations: (station should be fluid, as some students may work through them quickly, while others may take longer) In a guided math approach, it is not the

**time**in each station, but the perseverance and task completion that is needed. When students finish a task, they should move to a new station. Practice and expectations of stations should have taken place the first week of school. However, just adjust your schedule accordingly if students have not yet done this. Start your stronger students in the Games, Explain or Writing rotations. Students that struggle should start with Help or Observation. Explain that ALL students must complete the Practice station within the two days given.**G**ames**-****Use the Ready-Made Math Challenge Center "Beat the Calculator Game."**

**O**bservation - Set up a computer workstation in your room where students can view a lesson on the same topic again. Khan Academy videos (https://www.khanacademy.org/commoncore/map) or having students use the "Soar to Success" or "MegaMath lessons could be done in this station. Other ideas include peer tutoring or using older students to tutor so that they could see the lesson and observe again. You could even search for YouTube videos or create one yourself!

**P**ractice**-**Use student activity book page 6, 8, & 9 (provide answer keys for students to check their own progress) - click here for gamified progress monitoring tool!

**H**elp**-**

**E**xplain**-****"Exit Tickets"**that were created from the Math Expressions "Formative Assessment - Check Understanding." Have students work with partners or individually to solve and explain their answers using the record button to capture their solution and conversation. Teachers can then listen and evaluate at a later time. Growth in their ability to communicate and explain can be concretely documented and shared with parents.

- w
**R**iting**-****The differentiated Math Writing Prompts can be used in this station. For graphic organizers that help students structure thinking and help struggling writers...click here (lesson 1) - click here (lesson 2)**

__Day 4:__

- Start class with a quick practice (5 minutes) - Lesson #3
- INTRODUCE the signature and study sheets - Lesson #3 - Activity 1- 10 minutes

Explore and use Arrays - go through student activity book page 19

Discuss Comparing Arrays pages 24-25 -(do not do student activity book p. 20)

Commutative Property of Multiplication - briefly review example and definition on page 22 of student activity book.

Lesson #3 - Activity #2 & 3 - 30 minutes

Formative Assessment check for Lesson 3 (click here for a free "exit ticket") - 5 minutes

__Day 5 & 6:__

**Back to GOPHER stations!**