 In this video, we're going to show you how to create in a classroom a rich environment on a mathematical occasion for literacy. We will examine each element, step by step, in order to help you create a unique environment that can help you with literacy. These fundamental components are essential to create a stimulating and un-risk environment in which mathematicians can give a sense to the real world's mathematics. As a consultant, when I'm working with teachers, it's very evident when I walk into a classroom that is literacy is definitely happening, but it's really important that our environment support the mathematical instruction as well. We need to think about the physical space. We need to think about our walls being that extra teacher that supports our students for their learning to optimize learning. So some of the things that we really need to think about is we need to take a look at our physical environment. So when we talk about a guided math classroom, we need to have an area where whole group instruction can occur. We need to have an area where we can pull small groups of students so we can have intentional math lessons with them. And we need to have areas in our rooms that support stations and learning where groups of children, you know, four or five, can get together to really work together on a center or a station. We need to be able to create work spaces to support individual learning, collaborative or together. When you plan the physical training of your classroom, think about creating a space where you can welcome the whole class. It's a space where all your students gather to participate in mathematical discussions during which they learn new vocabulary words, learn new mathematical stations and participate in the introduction and closing activities to only cite a few examples. In this space, make sure you have access to resources such as large-format paper, markers, adhesive notes, an interactive board and large object of manipulation in mathematics. Then, create another space where a small group of students can gather for a lesson in mathematical guidance. Often, it will be around a table of guided reading in the form of a rickshaw, but it can also be on the tap or anywhere else where you can deliver a mathematical teaching for a group chosen by students. The station or the workshop centers are spaces in your classroom where two small groups of students gather to play games, activities or to use technology while another small group of students is with you, the teacher. This can be in several offices or a small table. In these spaces, make sure that the students have access to objects of manipulation and can move freely. When mathematicians decide to do three C, that's not a unit. That's not like three meters or three kilometers where we would normally see a letter. It means multiplied by. So when I have three C. Mathematics have their own language. If students don't understand the mathematical language used in their vocabulary, they can't use it to develop their understanding of the future. A word wall of mathematics is an effective tool that encourages independence, develops vocabulary and supports reading and writing in mathematics. Communication in mathematics goes beyond words. To present a word of mathematical vocabulary, don't forget to include an image or a diagram. This will help a lot the learnings of the French language and the students having low cognitive abilities. Your mathematical word wall is important and serves details to the students. If they are writing their ideas and don't know a word, they can find it on the wall. If they don't remember how to draw a graphic on the wall, they can find an example on the wall. These walls must be a living part of your classroom. Interactive and in constant evolution, they develop and adapt in order to respond to the needs of your students. Do you often refer to the word wall during your math lessons and regularly do activity games such as reading in thought, bingo or Pictionary so that students frequently use mathematical words? This word wall must become a part of their everyday mathematical communication. What we're seeing here is the lesson I was doing today was extending the learning from 2D shapes, moving it to 3D objects. So in previous lessons what I have is the word wall which was built on vocabulary and basics of the 2D shapes. So today what we did then is we added the terminology and vocabulary needed for them to solidify their understandings in the 3D unit. So what this does for the students is it's interactive in the sense that they now can come up and it becomes the visual cue. They can come up and actually manipulate and use the actual wording, vocabulary, diagrams in their learning as a tool to further and deepen their understandings. Creating a literature and establishing mathematical lines from fictional stories or not helps to enlarge the reflection of the students. During the lecture at Haut-de-voix, ask your students to share the stories where the mathematics are present, or use an image book as an introduction activity to present a new concept or mathematical subject. The manipulation objects are an effective tool to develop a deeper understanding of the mathematics. The students create links between the objects of concrete manipulation and abstract mathematical ideas. You can tell me something that you know about 2D shapes. The tables in mathematics are visual resources that support the teaching and support the reflection of the reasoning and the problem of the students. When you're a teacher and you're planning a course, one of the things that you always want to make is the connection between how numeracy and literacy connects to the real world. So when we're doing anchor charts, and specifically this one is kind of beautiful for that, is I purposely left the real connection to the end part of the lesson. So that often I will do it at the beginning part, which I referenced to, you know, a lesson we did before, but in this case I ended with such that they understand that what they're needing to learn and to cover and what have has that real world connection. And because I use their voice, again, that just anchors the importance of why we need to be numerous in society. And so for me, that's why I asked them if I could take ownership of what they put here so that it just connected their learning to the real world. It's important to have class tables in our classroom that are easy to access so that the students can refer quickly. The tables can serve different purposes. They can put access to a skill, a concept, or a mathematical strategy. Often represented on paper and paper, anchor tables can serve to repair socialization during a group work, during a review of the key vocabulary, when we put in evidence the process of a mathematical operation or the way to reflect on a subject. Don't forget, anchor tables must be co-created with the students. Reflect the last lesson of mathematics and need to be detailed and supported. Support the development of a mathematical language, be organized and accurate, often contain more images than text, and stay displayed for a whole unit of studies to be able to refer easily. The anchor tables reflect the learning prepared for the students. They allow this memory of strategy, of specific procedures and concepts, encourage independence and develop a new confidence in mathematics. Come show me one way to solve two, ten, five using equal groups. Mathematical discussions are an extremely valuable lesson for all the classes that value the number. Thanks to relevant conversations on mathematics, the students develop their knowledge, communicate what they know, and establish more solid mathematical links. The teachers are no longer the only heritages of knowledge. They support and guide the students to help them improve their understanding. When we correct the students to be involved actively, learning becomes constructive. Before the passive audience, the students are now actively engaged participants, eager to ask questions, express and defend their ideas and analyze their reasoning. In the next video, we're going to take a look at how you as students of your own classroom can get started with small group guided math. Next time, thanks for watching this video.