3 Realistic Tips for Guided Math Success

I'm just going to come right out and say it: guided math is one of my all time best teaching decisions. This is my fifth year using the guided math model in my classroom (to varying levels of success!) and I have to say, my kiddos are engaged, on task, and making great progress. I'm not going to pretend it isn't without challenges- sometimes we have to go back to the beginning and review all our expectations (repeatedly). One year we could only handle one station per day, other years we can do four stations a day. Most years are somewhere in-between. There are definitely some things that have made a difference for me, though.

1. Make your plans work for you
Don't plan 4 stations a day each day. Make sure you have some stations with staying power! Look at what your grade level fluencies are in the CCSS, and find activities that target those skills. In fifth grade, one of our fluencies is multi-digit multiplication using the standard algorithm. You better believe we practice that every week! I found lots of games and activities that help to reinforce this skill at varying levels, and I rotate them in and out. Very low prep! Another station is intervention, which is with me and whiteboards. Here, I only need to know what skill I am targeting. No need to copy or prep anything! The other two stations are typically either problem solving, literacy in math, a game, or a math "exploration" of a topic that the kids chose.

2. Find what works in your room, and do it. Be flexible!
Don't listen to the 42 other people that can be super human and plan 4 differentiated lessons per math period per day. That isn't real life! Figure our what works for you and your kids and stick to it. If you are having success with two stations per day, great! Work it, girl. If you can swing three or four, more power to you! If you are struggling to get one station in, that is ok. It is a starting point, and it is definitely better than nothing. Don't try to keep up with the Jones'. You are a professional, and you know your kids best. Do what works.

3. Set clear expectations
Seriously, I can't stress this enough. I go over my rules and expectations for math workshop repeatedly when we start. When I think I've done it enough, I do it twice more to be sure. Then, I am an evil, wicked, mega-strict teacher and make sure that I watch the kiddos like a hawk and address it every single time they don't follow the guidelines. I post a big copy of our expectations and then give every kiddo a small printable copy to keep in their math folder. We create the expectations together so the kiddos feel invested, and then every single person in the classroom signs the poster to agree to follow it.  I don't even start working with groups until I am sure that the expectations are clearly understood and being followed. Finally, I ask each kiddo to fill out an accountability sheet each day after each station. They tell me how well they understand the math and how focused and on task they think they were. Of course, 11 year olds can inflate their effort level a bit, but with some training they are decent at self reflection!

It's over simplified, I'm sure, but it's what works for me. If you do guided math, I'd love to hear what works for you!

Equivalent Fractions on a Multiplication Chart

There's no getting around it, fifth grade math can be really challenging- especially for kids that are still struggling to understand the foundational skills. I have had so many kiddos over the years that could not master adding and subtracting fractions with unlike denominators just because they did not know their math multiplication facts. Math facts are super important, but as a teacher I always felt it was my duty to find a way to help them understand the more abstract concept of equivalent fractions. So, I started using multiplication charts to help my struggling learners understand and create equivalent fractions- but maybe not in the way you are thinking.

We all know that kids who haven't memorized their math facts benefit from multiplication charts. That is no surprise! The process for using a multiplication chart to find equivalent fractions is time consuming, though. You have to find the correct product for 2 numerators and 2 denominators- that is 4 separate math problems to solve before you can even begin to solve the problem. That is a challenge for kids with low attention spans, processing speed issues, or even just kids who are easily distracted. Instead, I have my kiddos use the multiplication chart as a reference sheet for equivalent fractions for benchmark fractions.

If you look at the chart, you can use the factors listed on the left hand side as the numerator and denominator. In my example above, the rows colored red show fractions that are equivalent to 1/2: 2/4, 3/6, etc. The rows that are colored blue show fractions that are equivalent to 3/4, yellow shows fractions equivalent to 5/6, and so on. I train my kids to find the benchmark fraction they are looking for, and then look at all the equivalent fractions shown for the original fraction. We talk about why this works, too, which is an incredibly important part of understanding so this doesn't become just a "trick" that they will memorize without any value or meaning behind it. Since both the numerator and denominator are multiplied by the same number, it creates an equivalent fraction. To deeper understanding for all of my kiddos, we talk about the identify property of multiplication and the fact that it relates to all numbers- fractions included! Since you are multiplying both the numerator and denominator by the same number, for example 2, that is the same as multiplying the whole fraction by 2/2, or 1 whole. 

In the past, I have printed a blackline box on cardstock to help kids track the fractions. The guide works to help kids with tracking issues to follow the equivalent fractions across the page. It also helps students with focus or attention trouble stay on task with a reduced amount of visual "clutter." On the colored multiplication chart, I like to use a white guide and on a white multiplication chart I like to use colored cardstock.

If you want to give this idea a shot, I've created a freebie with a blank multiplication chart, a color coded chart, and several variations of those. The freebie also includes a template to cut the paper guides to help students track the fractions across the page!  To download it, click here.

Literacy and Math

Summer is the best time of year. The weather is gorgeous, and I have extra time to devote to professional development while I get some sun! This summer I have been focused on math, particularly literacy and mathematics. It's something that has been on my mind a lot lately, as my district has designated writing as the focus of our instruction for this school year. So many teachers automatically began to focus on narrative writing, but I thought I'd apply it to my teaching in other ways, too- namely, in mathematics!

I have to tell you, math has a special place in my heart. In addition to my generalist teaching license, I hold a math specialist license. I think that people tend to give themselves permission to be afraid of math in a way that they do not in other subjects. I've heard parents dismiss a student's bad grade by saying "oh, well, I was never good at math either. Maybe he doesn't have a math brain" I've never heard a parent say the same about another subject though. No one dismisses poor reading with "well, maybe he doesn't having a reading brain." All the parents I have worked with have done everything possible to help their child overcome their reading difficulties, and when all else fails they have had them tested for learning disabilities. So, why the difference in math? I think it all comes down to how students are taught. Allowing students to apply the academic skills that they are good at and enjoy using will help them to deepen their mathematical knowledge. Sounds easier than it is, right? I totally agree- and there are a million ways to incorporate literacy and mathematics! They don't all work for upper elementary or middle grades, either. So- here are my quick tips.

Math Literature
Invest in some quality mathematical literature. It's expensive, but there are ways to get some reasonably priced books. I visit my local used bookstore, go to library book sales, and hit up yard sales. I also order them from half.com and check the used prices on amazon.com. When all else fails, I use my scholastic book points to order them. My math library is well stocked- I have something for everyone! I have created task cards to go with each math literature book, and have my students read them during one station of guided math. It's a win for everyone. My students that are avid readers can't wait for the opportunity to read some more, and my struggling readers get the opportunity to practice their reading some more. More than that, teaching mathematics through literature makes a stronger connection to the material. The students see it is a something that is learned organically, much like the morals or lessons that they learn from other stories that they read.

Creative Writing
 I mentioned earlier that my focus on writing this year has tied into my mathematics instruction. So far, it has really worked. Each morning as my "do now" activity I give my students an equation that relates to what we learned the previous day. Their job is to write the story of the problem. They write a word problem that ranges between a few sentences and a paragraph. I have seen some seriously creative writing come out of this! More than that, their stories have given me some really good insight into their mathematical understanding. Do they know the key words that indicate operations? Do they correctly describe which operation to use within their story? Do they understand  how to indicate what each number represents? I feel as though I have been able to learn more about what the students actually understand by reading their stories than by checking their computations on word problems I provided.

Expository Writing
Some of my students really need to talk about their learning to help build permanent knowledge. Usually, this isn't a problem in my classroom as we work in small groups and talk frequently throughout the lesson. Sometimes, though, we just don't have enough time to talk as much as I would like. So, I ask my students to "talk it out" in writing like they would with a partner. I often have them write a letter to another student explaining how a particular mathematical concept works- for instance, how to create equivalent fractions. I always ask them to pretend the person they are writing to has no mathematical knowledge so they explain everything.  The act of putting the words on paper makes deep connections that some students need. Sometimes, we even write letters to an alien from "Planet No-Math" to explain what we are learning. Of course, he is from a planet that doesn't have math, so they have to explain every last step. We post them on the board with a picture of our alien, which I usually let a student draw. It's something a little fun and different! 

So, that's it- how I incorporate literacy and mathematics instruction in my classroom. I'd love to hear what's worked for you, too!

Crazy 8s Math Club

I learned about a seriously fun sounding after school recreational math club curriculum that I just HAVE to share. It's too good to pass up- the curriculum is free AND it comes with some of the necessary math gadgets, like measuring tapes and and protractors! Seriously- it sounds to good to be true, doesn't it? Somehow, though, it isn't. I want to introduce you to Crazy 8s.

I realize I sound like I work for them, but I swear I don't. They don't even know I am posting this- I just had to share because I loved the idea so much!

Crazy 8s comes from a company called Bedtime Math. They publish bedtime stories that involve math to help kids develop number sense and operational knowledge early. My son is only 1 year old, but I read him the beditme math stories and count things out to him. I enjoy the stories and think that he will as he grows older, too.

I learned about this program at the NCTM conference a couple months ago, and the representative was genuinely eager to spread the word about this program. This is designed to be a "recreational math club" for young kids. It is social, fun, and collaborative and not competitive or focused on worksheets.

from bedtimemath.org

The club motto is "where math meets mischief," which gives you an idea about their activities. They include things like toilet paper olympics, glow in the dark geometry, and bouncy dice explosion. Seriously, how much fun does that sound like?

from bedtimemath.org

There are two age level activity kits available, K-2 or 3 - 5. The activities are geared toward kids within those levels, but are not intended to be a substitute for typical curriculum or intervention. They are math activities that are designed to inspire a love of math in kids. So many kids dislike math and think of it as a chore- this is how to show them the fun side of it! The club lasts for 8 weeks, and each session is designed to be about an hour. Bonus activities are included if you would like to make it longer! 

from bedtimemath.org

Here's what you need to get started:

• Request a kit from Bedtime Math
• Commit to coaching for 8 weeks and to follow the honor code
• Gather a group of 10 - 20 kids in the age band you select
• Have a place to host the club for about an hour a week for 8 weeks

That's it! I can't get over how great it sounds. I talked to the representative for a long time at the NCTM conference, and also got the chance to chat with a few other teachers who had used it. The teachers said that it was wild, messy, and fun- all in a good way. I knew right away I had to sign up! Since school it out of session, I won't be able to start my club up until the fall, but I had to share the information with you all now so you can request your kits.

Once you request your kit, you will get a call from Bedtime Math to talk about the program with you and make sure you have everything you need. You WILL need to provide some basic supplies, like markers and paper, but most of the supplies have been taken care of. They also give you a checklist of the things that you will need to provide on your own, and they estimate it will cost about $10 for those materials (but I bet you already have some of them).  If you still have questions, check out their FAQ page. 

It's not often something like this comes along, and is FREE! I am super pumped to try it out. :)

Popsicle stick math station

I can't even get over how jealous I am of everyone who is done with school for the year! We had a ridiculous amount of snow this year, so we missed a ton of school, and are not getting out until the end of June. 17 more days. Seriously! The kiddos are having trouble focusing, so I have had to get creative with the activities we have been doing. We are in the process of reviewing out content for the end of year tests, so I have been trying to put some mixed review in my math workshop stations. Enter the popsicle stick review station! I didn't snap too many pics, but managed to get a few.

The concept of the review sticks is easy- there is a problem on the right, and an answer on the left. The kiddos solve the problem and then look for the stick with the correct answer. These work out really well for review because the sticks are self correcting! If a kiddo doesn't answer a question correctly, they won't be able to find the answer. They know that they then have to go back and find their error.  

I teach math in a workshop format, and break my students up into four differentiated groups. The groups change often based upon the unit I am working on, so the kids know they are pretty fluid. I decided to try to focus on the needs of the groups, and made four different sets of review sticks. I did fractions, decimals, whole numbers, and algebra. Each set was color coded on the side so the sticks didn't get mixed in together.

The kiddos worked in groups to solve the problems and put the sticks in the correct order. They loved it! They even used them during a rainy indoor recess a few days later. So, there you have it- how I am "tricking" my kiddos into reviewing for our end of year tests. :)

The Order of Operations & a freebie!

When I was a middle schooler (a few years ago now!) I learned the order of operations with the acronym PEMDAS. We remembered it with the pneumonic phrase "please excuse my dear aunt Sally." I definitely remember the phrase, and I always remembered what they stood for... but I didn't really conceptually understand what I was expected to do. I followed the order strictly as it was written- parentheses, exponents, multiplication, division, addition, and subtraction. I remember struggling through algebra and wondering why sometimes division came before multiplication. My mind as further blown when a student moved in from another state and knew the order of operations as BEDMAS. How could that be the same?? The problem is pervasive- check out some of the popular meme pages for math problem postings. Grown adults solve problems incorrectly regularly, and argue about their strategy. Even those that solve it correctly generally back their answer up by sayings "I followed PEMDAS." That's troubling- because that is an acronym, not a mathematical procedure. 

I have been introducing the order of operations in a new way to my kiddos to try to prevent these types of misconceptions.

The two triangles above are what I give my kiddos now. They paste both into their math journals to refer back to. Why two different organizers? Well, I think it illustrates the fact that division and multiplication (or addition and subtraction) are to be completed in the order they appear, from left to right. If students constantly hear the operations in a specific order, many of them will memorize that and inadvertently solve problems in that order. The use of two graphic organizers with the operations reversed in each section helps reinforce that equal weight is given to "MD" and "AS" in each step. I also usually have my kiddos draw an arrow from left to right in the three lower sections of the triangle just to make it a bit more clear.

In fifth grade, we do not have to learn about square roots, but I give my kiddos the graphic organizer with square root on it anyway. I read an interesting article a few years back about "rules that expire" which inspired me to create it this way. The basic idea of the article was that throughout a child's life, they learn things in math that continually "expire" as they go on. For instance, when you multiply by 10, just add a zero! Well, that "expires" in fifth grade when they begin multiplying decimals. 42.5 x 10 is not 42.50! Conceptual understanding clears this up, of course, but trying to avoid the rules that "expire" is very helpful, too. In this case, the order of operations "expires" when square roots come into play if the students have not heard about them before. 

I love that the triangle shape takes the form of the problems as they are being solved, too! Each step along the way makes it smaller and smaller, until the work is eventually in the shape of a triangle. 

If you are interested in using this graphic organizer in your classroom, check the freebie here. I have posted several versions of the organizer, including as pictured above, with and without square roots, and a blank triangle to be filled in.  Enjoy!

Calendar time in the upper grades

Calendar time is well known among the younger grade teachers. It's a time tested tradition- the kiddos gather at the carpet,  talk about the date, days of the week, months, weather, etc. It's a great opportunity to focus the kids and get them ready for their day. By the upper grades, the kids are past the point where they would benefit from this kind of calendar time. They know the days of the week and months of the year, so it is just no longer needed. As an upper grade teacher, though, I know that my kiddos still need a focus activity at the beginning of the day. They need to do something to get them into "learning mode" - especially during the crazy days leading up to Christmas vacation! As I was thinking about this, I was also receiving training on the PARCC test, which my district will be taking this year. That's right- straight up taking the test. Not optional, not piloting, not "testing it out". It counts for us. I noticed that the fifth grade math practice test is mainly fractions. This got my gears turning- I decided to link fraction practice with my new morning focus activity- calendar time!

Don't mind the messy writing- I let a kiddo fill it in each morning!

Every afternoon before we leave, I have a student post the date for the next day using this format:

Today is (date). 

It is the number day of school out of 180.

When the kiddos come in each morning, they check out the morning message and make a fraction. Easy enough, right? Then, they simplify the fraction. After that, they convert it into a decimal (rounded to the nearest hundredth because we have not yet learned about repeating decimals). Then, they convert it into a percentage as a bit of enrichment. After that, they figure out how many days are left of school and repeat.

I love this for so many reasons. First, it reinforces core concepts. The kids are expressing their understanding of fractions by creating a fraction using the numbers given. They are simplifying the fractions (though not always successfully, especially with large or uncommon numbers). Converting the fraction to a decimal reinforces decimal/fraction relationship knowledge, and also helps to reinforce the idea of the fraction bar representing division. The percentage is a bit of enrichment for the kiddos as it is a sixth grade concept. 

Another reason I love this is because it gives every student a place to be successful. The struggling kiddos can make the fractions using the numbers given and successfully compute the days remaining with subtraction. They can also feel successful as they make the second fraction with the number they found by subtracting. Typical students can simplify most of the fractions, and convert most of the fractions to decimals. Advanced students can convert the more difficult fractions to decimals and then convert those to percentages. 

After the kiddos have the chance to complete the work, we talk about it for a few minutes during "calendar time." I go over the math, and then let one student copy over the numbers to the board. After that, we've settled in and are ready to tackle our day.

This could be applied at other levels, as well. Sixth and seventh grade students could create a ratio. All upper elementary students could write equations using variables to show how to calculate the numbers of days remaining. I'm sure that there are even applications at the high school level as  "do now" type of activity. 

Do you use calendar time in your upper elementary classroom? If so, I'd love to hear about it!

Flocabulary

Have you heard of Flocabulary? If you haven't, then listen up because it's pretty amazing. It's an online library full of educational hip-hop songs tailored to engage students while teaching them the important concepts. The videos reach into every content area: math, ELA, social studies science, government, history, life skills, and current events.

There is even an entire section called the Word Up Project The videos incorporate music, rhythm, and rhyme in order to address the unique needs of all students. The vocabulary section is broken down by grade, and addresses grades K - 8, and SAT vocabulary.

The Word Up Project targets interdisciplinary tier 2 academic words, which will help to improve reading skills and deepen the understanding of the content. They provide a master word list, a compilation of lesson plans, and several different suggested teaching schedules.

No matter what subject you choose, there are tons of printable activities, including lyrics, fill in the blanks, exercises (which make great homework packets!), and even a test and answer key.

Best of all - the videos address the common core standards. They even have a standards alignment tool that matches videos up with the standards they address! If you are looking to address a specific standard, you can go to the tool find videos to help you.

Seriously, I'm a Flocab addict. I love the depth and quality of the lessons, and the results the kids are giving. My students love the rap and accompanying video. It's a pretty great match. There is a free trial- give it a shot with your kiddos!

Math Workshop

I've gotten a few questions about the way I run math over the past few months, so I think it's time for a post to explain it! I have taught math in workshop format for the last couple years. I have really had a lot of success with the format. I love the fact that I talk to every kid, every day about their learning. I get some verbal assessment time to check and see what they know, and they get to prove that they "got it" after each lesson. The kids love it, too, because they get to play a game every day! I think the most important thing to do before you get going is to get organized- especially with older kids. If you know, down to the minute, what kids should be doing they are far more likely to do it.

I have 90 minutes for math each day, give or take 5 - 10 minutes for transitions. That sounds like a lot of time for transitions, I know, but we have departmentalized this year for the first time. The kiddos are still getting used to it! Here is the breakdown of my time block:

10 minutes - "do now"

20 minutes- whole class lesson

40 minutes- groups

10 minutes - debrief

To keep track of the madness of the workshop, I have a bulletin board dedicated to running of math workshop.

The left side of the bulletin board tells each group the order of the stations that they will attend. My groups are named after owls, because that's my theme. :) So, the barn owls go to me first, independent practice next, then the math game, then end it with "teacher's choice."  On the right, I have a pocket chart with the name of each station. In the pocket chart each day, I place a description of what the students are doing at each station. This board is much of the reason the workshop runs well! The kids aren't constantly bugging me for directions again (and again), and the plans for the math period are clearly laid out.

Do Now

I begin each class with a standard, predictable "do now" activity. When I begin every math class, the kids are just completing some sort of hallway transition and need an activity to help them get down to business. Our "do now" activity is a group problem solving activity based upon the lesson we are about to learn. They are assigned to work in mixed ability groups with people that sit near them (I call them "neighborhoods"). They are given a problem that they have not yet been taught how to solve, and they work together to see if they can solve it. At the end of the activity, I randomly call on 2 groups to share their answers. I let them give their answer as well as an explanation of how they got there, but I never tell them if they are right or wrong. At the end of the lesson, we touch back in on it. 

Whole Class Lesson

This is the "traditional" teaching part of my lesson. I teach the concept to the whole class. We review vocabulary, touch on our prior learnings, and then get direct instruction time. If we are running short on time because of delayed transitions, this is the section I cut some time from. We do one or two problems together in the whole class lesson as well, but we do not do any true assigned work. 

Groups

This is my favorite part of the entire class. The kids are broken up into leveled groups- of course, they do not know they are leveled! The groups change for each topic based upon the students ability within that topic. There are four stations, as well, so every group is always at a station. The stations are:

Teacher Choice- this station changes daily. It could be targeted intervention, math fact review, open response style journal writing, or if they are especially well behaved, another game. 

Independent Practice- assigned practice to work on independently. This is their chance to "prove" their knowledge!

With the Teacher- This is targeted reteaching. The kids get instruction from me that fits their need. The lower ability students receive direct, explicit instruction, the mid range students receive reteaching to varying degrees, and the higher students have a quick reteaching, followed by enrichment. The great thing about the small groups is that I have the ability to stop and break it down for one or two students. I've had days that the higher ability group is struggling, and I have had to back it up and give them direct instruction. Other days, I have found that my mid range group needs tons of enrichment because it just "clicked." I have hte freedom to talk to the students about their learning and see where they truly are at. I can meet their needs- no matter what they are. 

Math Game- Here, they play the math game related to the topic we are playing. Honestly, this is their favorite part. They love the fact that they get to play games! Little do they know, I'm a sneaky teacher, and they are actually learning and talking about what they learned. Ha. :)

Debrief

Here, we talk again about the "do now" activity. I give them the correct answer, and ask them to correct their process if they did not get it correct the first time. We also talk about what we learned and what the important take-aways are. If we have extra time, we do a sneak peek of tomorrow's lesson.

So, there it is. I'll be honest- it's not without it's problems. Sometimes I have to move kids to groups they do not belong in because of behaviors. It take a lot (and I mean A LOT) of training to get kids into the rhythm of the workshop. I have a few helpers that take out and put away the stations, which is a huge help. I also have found that the chatty kids WILL chat- no matter where you put them! I try to contain the off topic behavior as much as possible, but I also have to let some go- which is not in my nature. :)

Linking up with Jivey for the very first time for Workshop Wednesdays!

Monday Made It

Seriously, how is summer almost over? I can't even begin to understand where the time has gone. We go back for meetings on August 26th, and students report August 27.

So, I made a TON of stuff for this week's Monday Made It! I went a bit nuts, I have to admit. This first one is inspired by something I saw on pinterest, which sadly does not link back to the original source! If anyone knows who originally thought of it, send me the info so I can link up. :)

Seriously, that bow was the bane of my existence. It is so hard to tie a good bow with thick ribbon! Many, many attempts later I ended up with this one. It's not perfect, but it'll do. 

I'm totally loving this, and can't wait to use it this year. It'll be a helpful reminder to the little cherubs at the end of the day.

Next, I was determined to spice up my classroom this year. Our standard school issue bins are really, really ugly.

See what I mean? They're drab and plain. Who wants to look at that all day? So, I decided to spray paint them! While I was at it, I thought I'd spice up my paper trays, too. They were a bit more colorful, but not much!

Of course, I had to go with my standard favorite colors, lime green and hot pink... 

Voila! As I'm posting this, I realized I didn't take any final after pics of the pink spray paint or the tan bins. They're already at school, but I'll update later with a few more pictures.

Finally, I had to use my Silhouette Cameo for something. It's new, so I have been dying to try it out. I have been working on my library a ton lately, so I was inspired to create a book return bin. I found this cute metal bin in the summer clearance at Target for $7. 

Seriously, a piece of adhesive vinyl and 10 minutes later I had this beaut!

 I'm loving it. Seriously, can't wait to use it!

While I was busy in the classroom, I was also refreshing some stuff in my Teachers Pay Teachers store. I put some cute new backgrounds on my existing 5th Grade Common Core Math "I Can" statements. The first new set is "bright colors."

The other new set is "pastel chevron."

I use these in my math class every day. I post them on my math wall, and have the students talk about them in their math journals. We discuss them at the beginning of class, and then do a recap once every week or two of what we have learned. All 3 sets are on sale for $1 for one more week! 

Finally, I made a new reading log for my classroom. Thought I'd share as a fun little Monday freebie!

It's a simple reading log with owl clip art. All days of the week are listed, with a requested reading time of 100 minutes per week. Students are encouraged to read 20 minutes per day, but are able to spread their reading out through the week however they wish. Check it out!

Math Walls

This year, my district is requiring all teachers to use a math wall in their classroom. Although almost all teachers post the vocabulary words and concepts in their classroom, the math wall differs in that they must be all in the same location. For instance, last year I had vocab words on my word wall at the back of the room, while any math posters were on the whiteboard. This year, I've relocated to one wall at the back of the classroom.

Although it seemed trivial at first, I have noticed a change in the way my students refer to the information. If a student can’t remember something, they don't have to search the room to find what they need. They know they can always find the math concept on this one wall. It took training, but it is not uncommon for students to now get up in the middle of math and walk over to the wall to refresh their memory on what they learned yesterday. 

My wall includes my common core "I can" statements, kid-friendly Standards for Mathematical Practice poster, topic specific vocabulary, the essential question, samples of student work, and a mini poster of the concept. 

Although it was frustrating to get everything together at first, in hindsight I think it was worth it. My students know the information is there for them to refer to, and they are able to build their knowledge on missed concepts more easily. If students are absent, they know they can check out the math wall for help understanding the topic.  I've definitely noticed a difference in my students' learning!