Math
Workshop Plan
Lindy
Snethen
April 2012
Goals – I want
students to create a mathematical environment in the classroom that challenges
and supports all learners. I want
to provide students with as much time to engage in quality mathematics practice
as possible.
Grouping – Students
will be flexibly grouped for each unit according to pretests. Flexibility will be maintained
throughout the unit so that students can be moved, or eventually choose to
move, between groupings if they struggle with a particular topic. Group names will fluctuate according to
the topic. For example, a
measurement unit may include group titles like Height, Weight, and Capacity.
Daily Plan and
Timeframe – Workshop 4 days/week, Problem Solving Day on Fridays, each
session is 60-65 minutes
This plan has:
Highest students meeting
with teacher twice, 7 choice rounds per week.
Lowest students meeting with teacher
4 times, 4 choice rounds per week.
Middle students with
teacher 3 times, 5 choice rounds per week.
Monday – (still
considering this as a whole-group lesson day, but sometimes the topic that
falls on Monday just doesn’t lend itself to whole group…)
a)
Mad Minute over basic facts (3min.)
b)
Whole class Mini-lesson on the carpet (8-10
min.)
c)
meet with high
group 1st (15-20 min.),
d)
then with lowest
group (20-25 min.)
Tuesday –
a)
Mad Minute over basic facts (3 min.)
b)
Check homework and answer questions (5 min.)
c)
Whole class Mini-lesson on the carpet (8-10
min.)
d)
meet with middle
group group 1st (15-20 min.),
e)
then with lowest
group (20-25 min.)
Wednesday –
a)
Mad Minute over basic facts (3min.)
b)
Check homework and answer questions (5 min.)
c)
Whole class Mini-lesson on the carpet (8-10
min.)
d)
meet with middle
group group 1st (15-20 min.),
e)
then with lowest
group (20-25 min.)
Thursday –
a)
Mad Minute over basic facts (3min.)
b)
Check homework and answer questions (5 min.)
c)
Whole class Mini-lesson on the carpet (8-10
min.)
d)
meet with middle
group group 1st (15-20 min.),
e)
then with lowest
group (20-25 min.)
Friday –
a)
Check homework and answer questions (5 min.)
b)
Whole class review on Hot-Spot concepts or
Number Talks (5 min.)
c)
Partner practice on Hot Spot concepts while I
meet with highest group (10-15 minutes)
d)
Go over Hot Spot practice (5 min.)
e)
Problem Solving lessons from Inside Mathematics
(20 min.)
f)
Discuss Problem Solving techniques/wrap up (10
min.)
Students who are not
meeting with the teacher – Students will be able to choose either Math by
Myself, or Math with Someone. Each
of those options will have several choices underneath it.
Math by Myself
options – have several choices for each unit
1.
Task Cards on different skills – students work
problems and check answers on the back.
(Should they write down answers??)
2.
Computer game – These are self-checking already…
a couple more computers would be helpful though.
3.
I’d like there to a journal component, but
haven’t quite figured this out yet.
Math with Someone Options – have several choices for each unit
1.
Task Cards* – Showdown, Tic Tac Toe, or use
gameboards (groups of 2-3) *All task cards will have the answers on the back
and be placed in a baggie
2.
Smartboard Game (2-3 students)
Management – The
schedule for the week will be posted for students so they know when they are
meeting with the teacher. After
the minilesson, I will check-in with students using a clip chart. On day 1, I will start with the first name
on the list. One day 2, I’ll start
with the second name, etcetera. I
will always go in the same order though, so students will know when they will
be required to share their choice.
I will say, “Number 14,” and Thad will respond, “Math by Myself choice
2, Fraction Action Game.” I will
write S2 on my clipchart. This way
I can track students’ choices and can even make suggestions when necessary.
Students will SILENTLY get up to get their materials while I
am checking in so there is no mad rush. By the time I finish checking in nearly
everyone should be ready to begin!
Launching – We
will begin by launching Math Workshop much like laughing Reading Workshop.
Day 1: teach
regular math lesson whole group, introduce task cards, build stamina with Math
by Myself Task Cards. Teach procedures for putting task cards away – Create
Task Card anchor chart
Day 2-3: teach
regular math lesson whole group, introduce and practice procedures for getting
task cards, build stamina, add info to task card anchor chart
Day 4: teach
regular math lesson whole group, Introduce the computer game component, build
stamina, create computer came chart
Day 5: teach
regular math lesson whole group, introduce and practice choice with computer
game and task cards choices, create problem solving anchor chart, build
stamina
Day6: teach
regular math lesson whole group, practice choice and build stamina
Day 7: teach
regular math lesson whole group, introduce Math with Someone (students will
already be familiar with a lot of these games, so we can skip to building
stamina), create anchor chart for what MwS looks and sounds like, discuss
silently partnering and choosing a location, build stamina
Day 8-10: teach
regular math lesson whole group, build stamina for Math with Someone and use
the check-in procedure
Day 11: teach
math mini-lesson or number talk lesson, check-in with students (no group
meetings), and all students practice stamina while teacher watches (not
interfering) until stamina is broken.
Come back and review anchor charts to evaluate mathematical work for the
day.
Day 12-15:
Repeat day 11 procedure until students have attained 15-18 minutes
stamina. Then begin pulling
groups!
Other Details:
·
First round of choice for students, they must
complete their Math Boxes (cyclic review over past concepts). Some students will complete them with a
partner (Math with Someone) and others alone (Math by Myself). Math Boxes will be coded (circle =
pretty easy, square = moderate challenge, triangle = preview or challenge
problem) at the beginning of the unit and the lowest students will know they
must complete the circles and squares before playing their game.
·
Students who are doing Math with Someone need to
get their game materials and sit together at the very beginning of the time
period. There is no getting up
during a round.
·
Students doing Math by Myself need to get their
materials at the beginning of the round – no getting up.
·
I am a little concerned about the time that
Checking In might take…
·
During the Launching Phase, choose 2-3 students
to be Teacher Assistants. They
will walk around the room with a clipboard, noting students who are doing a
good job or those who have solved a problem independently. They will be asked to report back to
the class during whole-class reflection time.
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