Sunday, October 14, 2012

MATH WORKSHOP PLAN

Found this outline of a Math Workshop... it could easily be applied to any Daily 5 rotation.
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.
 

INTRODUCING ACTIVITIES






 Model the new activity or game you are introducing on the document camera, so all students can see.
Post the name of the game and a picture of the materials on a bulletin board under the Daily 5 Math rotation where it belongs. This is a visual for all students so they can quickly decide and get started.

ANCHOR CHARTS

Math by Yourself
· Work the whole time
· Stay in one spot
· Work quietly
· Work on stamina
· Get started right away

Math With Someone
· Use a soft voice
· Play the whole time
· Stay in one spot
· Get started right away
                      · Put all the pieces away
 
Math Technology
· Get started right away
· Listen to the directions
· Think, then click
· Work the whole time


Math Writing
· Write the whole time
· Stay in one spot
· Work quietly
· Choice of what to write
· Get started right away

Math Work

· Get started right away
· Work the whole time
· Stay in one spot
· Work quietly
· Put all materials away neatly

MUST HAVE BEHAVIORS

Math Daily 5:
Math by Myself
Math Writing
Partner Math
Math Technology
Math Work

Must Have Behaviors:
If Daily 5 is up and going in your classroom the students will come to Math Daily 5 with background of behaviors, expectations and successes with building and maintaining independence while actively involved with reading and writing. These same behaviors become the foundation to Math Daily 5.

Get started right away
Stay in One Spot
Work (on Math) the whole time
Use a quiet voice
Build math stamina

©The Daily CAFE, 2012.

DAILY 5 MATH

What is Math Daily 5?
Math Daily 5 is a structure that teaches students how to build and maintain independence while practicing, working, learning and enjoying math. The resulting independence and stamina provides the environment teachers need to provide just-in-time differentiated instruction in small groups or one-on-one conferring, whichever best matches a student's learning style and academic need.

Currently, Math Daily 5 includes:
  • Math by Myself
  • Math with Someone
  • Math with Technology
  • Math Writing
  • Math Work

    Teachers and students who are familiar with the Daily 5 in Reading will recognize the expectations and steps, leading to a smooth launch of Math Daily 5. Thanks for joining us in the journey. Here we go!

    ©The Daily CAFE, 2012.