FIND 1 MATHEMATICAL
CHARACTERISTIC THAT YOU AND
YOUR TABLEMATES SHARE.
Welcome Teachers
Welcome !
Please make a name-tent using an index card – include your first name and grade
Find the 3 survey posters in the room. Please respond with a dot sticker
Math Journals
PurposeHow to set upManagementWhen to start
Please select any color paper you
would like to, fold it in half,
and write your name on
the cover.
Warm - Up
This number is oddThis number has two digitsThis number is a multiple of 3The sum of the digits in this number is greater than 15
What it isn’t What it is
52 + 39
First you add the two and the nine.
Then you carry the one and put the other one under the nine.
Then you add the five, three, and one…
There were 52 boxes in the house and 39 in the garage. How many boxes were there in the house and garage?
(share student work?)
CMS Elementary math utilizes Standards Based Instruction
More or less than100?
52 + 39
What it isn’t What it is
Teacher stands and talks
Students memorize procedures
Students copy teacher examples
Students talk about the math they are doing
Students use what they understand about number to solve problems
Students share and analyze their own strategies with teacher guidance
CMS Elementary math utilizes Standards Based Instruction
Typical Investigations Lesson
1. Classroom Routine/Ten-Minute Math; spirals,
Classroom Routines/ Ten-Minute Math
What are they?Where can I find them?What are they used for?Why should I do them?How do they work in the classroom?
Watch the box!
Keep your eyes on
the box…
Watch the box!
How many dots did you see?
Ten and “some more”
How Many Dots?
You are a pro at this…
No need to worry…
Right??
Today’s Number!
Is…..
29Make Today’s
Number using at least 2 fractions
Today’s Number is…
45You must use at least one set of doubles!You must use coin amounts only!
Quick Survey
How Many Years have you been Teaching?Which topic(s) would you like have additional
training?Favorite subject to teach/learn
3 Keys to Successful Math Workshop
Organizing children for movement
Organizing materials for learning
Listening and observing for evidence of learning
Workshop
K- Roll and Record, Build It1- Five in a Row, Collect 20 Together2-Make Ten, Plus1/2 Bingo3- Close to 100, Capture 54- Multiplication Turn-Over, Factor Pairs5- Division Compare, Multiplication Compare
Typical Investigations Lesson
2. Introduction; this portion of the lesson is used to introduce a concept (usually through an activity)
3. Activity(s)/Workshop; students are engaged in the math, teacher observes
Video Clip
Discussion in a 4th grade classroom
Typical Investigations Lesson
4. Discussion; During this portion of the lesson, the teacher guides the discussion and students share strategies
Typical Investigations Lesson
1. Classroom Routine/Ten-Minute Math; spirals, 2. Introduction; this portion of the lesson is used to
introduce a concept (usually through an activity)3. Activity(s)/Workshop; students are engaged in
the math, teacher observes4. Discussion; During this portion of the lesson, the
teacher guides the discussion and students share strategies
LISTENING for a purpose!
Purposes: A. to guide discussionB. to determine what students needC. to determine teacher-assisted
groupsD. to determine class needsE. to complete assessments
Rome Wasn’t Built in a Day!
What it is
Students talk about the math they are doing
Students use what they understand about number to solve problems
Students share and analyze their own strategies with teacher guidance
CMS Elementary Math Standards Based Instruction
Organizing Manipulatives
How will you organize materials so… Students can access them Students know enough about their own thinking to get
what they need Kids understand that the materials tools for them to
use when they need them, not just when it’s time for a game
See manipulatives as tools, not toys Gather and put materials away
Organizing Manipulatives
By Type
Pattern Blocks
Pop Cubes
By GroupYellow
Group
Organizing Movement
Build and Remove
Ten Plus
Plus 9 or 10 Bingo
Add kdg. pic
How will you organize movement?
Will they be in small groups, partners, on the floor, at desks, etc.
For workshopFor discussionFor classroom routineFor assessmentFor transitions
Keeping Track of what students do
Math WorkshopWhat I did this week…
Monday
Tuesday
Wednesday
Thursday
Friday
Students keep track of their work in a folder
Keeping Track of what students do
Kids “sign-in” and date each time they visit an activity
Make 10
Student Date
Creating a 10-Day Plan
Make sure that you are sitting with grade level peers
Make sure that everyone has unit 1Use the recording sheet to organize your
thoughts Make note of any questions or concerns that
you may have as you are readingPlease feel free to move around the room and
view the examples of organization and structure
Additional notes…Wed. Aug. 25Session #
Thur. Aug. 26Session #
Fri. Aug. 27Session #
Mon. Aug. 30Session #
Tue. Aug. 31Session #
What are students responsible for
learning?
What are students responsible for learning? What are students responsible for learning? What are students responsible for learning? What are students responsible for learning?
Classroom Routine/10
Minute Math
Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math
Materials: what point will I make about materials
today?
Materials: what point will I make about materials today?
Materials: what point will I make about materials today?
Materials: what point will I make about materials today?
Materials: what point will I make about materials today?
Movement: what transition will I
specifically teach today?
Movement: what transition will I specifically teach today?
Movement: what transition will I specifically teach today?
Movement: what transition will I specifically teach today?
Movement: what transition will I specifically teach today?
What am I observing/looking
for?
What am I observing/looking for? What am I observing/looking for? What am I observing/looking for? What am I observing/looking for?
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